Uses an allegory involving prehistoric educators to examine how goals and objectives are developed and how they become entrenched and resistant to change. (JC)

Author contends that much dissatisfaction and alienation surrounding schools stems partly from their failure to have matched their curricula to the various developmental stages through which all students must pass. Articulation attempts to balance the right educational environment to the student's level of development and four basic learning…

Presents a model for the selection of instructional leaders, based on the need to provide continuity and change, as well as competence and compassion in curriculum development. Suggests that leadership can best be provided by a central curriculum council, composed of members reflecting each aspect of the continuity/change-competence/compassion…

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)

The purpose of this paper is to explore techniques for helping students to develop concepts and generalizations. The author presents three models (Taba, DeCecco, and Fenton) for concept development, and concludes with a discussion of the taxonomy approach, the single concept technique, and the paragraph technique. (KC)

Competency testing is only one component of competency-based education (CBE); the others are: educational objectives, instructional process, remedial instruction, and program evaluation/reconceptualization. To implement only competency testing may result in disillusionment with the entire concept of CBE, which seeks to improve programs, not fail…