The author relates her problems and involvement in curriculum revision, and concludes that successful changes are made by involving teachers rather than only outside specialists and consultants, who offer solutions without first defining problems. (KC)

Proposes a strategy employing challenge, functionalism, high-order learning, and originality to achieve high-quality individualization in course work. Asserts that individualized instruction better prepares students to solve problems, make decisions, and produce original ideas. (MM)

Some possible remedies that would enable the modern high school to expand its curriculum and give its students a greater course selection were discussed. (Author)

Reprints an article originally published in 1949. Determines the relative effects on learning of problem-centered and subject-centered units of instruction. Finds that pupils learned significantly more factual information and made more connections of specific rules of action with their corresponding facts with the problem type. Suggests that…