Biased and inaccurate information about Native Americans continue in children's resources and remain in many of today's curriculum centers. While Native American students remain a minority in schools, accurate information is vital for understanding contemporary society and our history by both Native and non-Native students. Many states including…

The success of any new curriculum depends on an appropriate level of qualified input on the part of many individuals at different stages of the change process. Professional curriculum centers are cited as important agents in the effective implementation of a new program. Workshops in curriculum development are explained. (CE)

The authors discuss types of resources available to vocational teachers that may prove helpful during preparation of updated curricula. Types include (1) computerized databases, (2) regional curriculum coordination centers, (3) state resource centers, (4) specialized curriculum centers, and (5) individual expertise. (CH)

Describes an eight-year study in curriculum development at the University of Chicago, involving 30 school systems and featuring summer workshops in curriculum planning and evaluation. Shows how the experience validates observations made by Joseph Schwab in "The Practical 4: Something for Curriculum Professors to Do" (Curriculum Inquiry…

Outlines a plan for a multidimensional language curriculum consisting of four components--language, culture, communicative activities, and general language education. (EKN)

Addresses moral choices that lie behind practical proposals made by Joseph Schwab in "The Practical 4: Something for Curriculum Professors to Do" (Curriculum Inquiry 13:3, Fall 1983). Choices include (1) a problematic/inquiry approach to the theory/practice relationship; (2) a sense of community in planning groups; and (3) an operative,…

Fourth in a series of profiles documenting the practices of 24 institutions, this report describes Syracuse University's Center for Instructional Development, which spearheads the campus-wide determination to find better ways of teaching and learning. The Center relies not on hardware but on the force of its ideas and the willingness of the…

The description of the educational collaborative program between Yale and the town of New Haven includes the following: (1) historical perspective; (2) reasons for Yales' community involvement; (3) pressures to redefine and expand project; (4) aims, activities, schedules, and terminology; and (5) structure and distribution of responsibility. (PS)

Lawrence Hall of Science at the University of California at Berkeley, which conducts preservice and in-service teacher training programs and develops curriculums in science and mathematics, is devoting increasing attention to the role of science centers in informal education. Examples of the Hall's research projects in many different fields are…

Classifies and explains some of the basic concepts, practices, and approaches of character education. Delineates eight ways to differentiate current approaches. Discusses the Center for the 4th and 5th Rs (Respect and Responsibility) comprehensive approach. Includes a list of 10 moral education centers. (MJP)

Describes the cumulation of concern over the last 10 years that brought leading educators and business people together to create an organization that supports comprehensive character education programs. Discusses the work of this organization, the Character Education Partnership. Lists 11 principles for program development and describes model…