Curriculum guides can effectively guide practice if the guide writer pays attention to the context in which teachers work and to the language that teachers use in that context. Problems encountered by a curriculum project illustrate what happens in practice when guide writers fail to appreciate teachers' objectives. (RM)

To produce a curriculum guide that is practical calls for an awareness of the working context of the practitioner and an ability to translate that intuitive awareness into an explicit description which captures the essence of what teaching is. Health education project materials are used to illustrate the translating demands. (RM)

Fourteen papers are presented from a conference on severe behavior disorders of children and youth. The following titles are included: "Beyond the Classroom: The Teacher of Behaviorally Disordered Pupils in a Social System" (C. Nelson); "Correctional Education and Special Education--An Emerging Partnership; or 'Born to Lose'" (B. Wolford);…

Factors which affect communication with teachers via curriculum guides include how authors and readers conceptualize educational practice and teaching and audience characteristics. Although each of the predominant forms of discourse (persuasive, descriptive, theoretical) used to communicate practice prescriptions for teachers is flawed, the three…

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two…

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary…