In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of…

Susan Griffin, executive director of NCSS, was chair of the Task Force of Professional Organizations that initiated and guided the development of "The College, Career, and Civic Life (C3) Framework for Social Studies State Standards", which will soon be released. In this interview with "Social Education", Susan explains how the…

Discusses a 1986 study to find out how the states were dealing with the Perkins Act mandate to establish technical committees to advise on curriculum development in priority occupational fields. Benefits include rapport with local employers, benefits to programs, staff development, and greater secondary/postsecondary articulation. (JOW)

Curriculum review committees, trapped by schools' departmental structure, can only reaffirm existing academic requirements and departments and can make changes only by adding to the curriculum. Curriculum change is needed, however. Schools should create curricula reflecting today's realities and needs, not the demands of colleges. (RW)

Representatives of the National Council on Vocational Education, the National Alliance of Business, and organized labor training programs discuss their views on technical committees. They generally agree that the committees, although still in their infancy, are beneficial. (JOW)

Points out that the agriculture industry is changing and that vocational agriculture students must learn more science than before to be prepared. Iowa formed groups of educators and business representatives to advise on which curricula should be funded. (JOW)

Contains a scripted interchange between three caricatures (the zealous reformer, the harried committee chair, and the skeptical administrator) concerning a project for curriculum reform in a college English department. (TB)

The chair of a newly-formed Committee on Writing, whose charge it was to define writing-intensive courses and make recommendations on a college-wide writing program, was forced to examine her own beliefs and priorities about language and learning. The committee had at least one member from each academic division, met weekly during the semester,…

The process of curriculum development in art education at the provincial level in Alberta, Canada, is described. The interests, needs, and assumptions of five groups of stakeholders--government, the curriculum development committee, art teachers, students, and interested onlookers--are examined. (RM)

The Vermont State Board of Education is required to approve competencies for each vocational program. This has resulted in a comprehensive, broad-based approach that can readily be adapted by local schools. Instructors' committees draft curriculum that reflects core competencies for entry-level employment in a given occupational area. (JOW)

Describes the origins of the JEA Curriculum Commission in 1963 and its subsequent development and focus on media. (CRH)

Organizational factors affecting curriculum change are discussed, including resistance to change, organizational climate, leadership and organizational culture, and conditions for effective participation. Four special considerations are outlined: the ethics of curricular change, creating a culture of innovation, zero-based curricular review, and…

Suggests that advisory committees be established for each curriculum in the community college as a way of maintaining a close liaison with the community served. Also suggests that the advisory committees review program objectives, course requirements, and course content. Offers suggestions for working effectively with advisory committees. (DMM)

Discusses the advantages of having an advisory council to provide advice; to draw from the business, industrial, and professional communities; to provide a cohesiveness among programs within an institution; and to provide a link between education and the real world. (JOW)

The Board of Governors of the California Community Colleges has adopted regulations establishing distinct sets of standards for courses which may or may not be applied for credit toward the associate degree. In addition, the Board requires that noncredit courses be approved through the same local curriculum review and approval process as credit…