Offers recommendations for curriculum renewal, indicating the major ways each of the four major disciplines (secondary English, social studies, mathematics, and science) can improve by the year 2000, and presenting an incremental strategy for achieving such gains. (SR)

Describes an approach to program evaluation that is for the people within a school and that is intended to be done by them and for their purposes. (FL)

Argues that there is often a variance between the curriculum approved by the school district and that delivered by the classroom teacher. Proposes mastery learning as a means of avoiding this variance. (FL)

Addresses some of the major issues discussed in the report of the National Commission on Excellence in Education. Discusses possible reasons for student avoidance of math and science courses. (EL)

Discusses the components of curriculum alignment (agreement among stated objectives, instructional program, and assessment program) and presents the results and conclusions of a statewide curriculum alignment survey of the principals of Connecticut's public high schools. (SR)

A plan whereby high school students can have the experience of a variety of courses of study, cutting across the usual academic boundaries. (Editor)

Describes the creation, implementation, and assessment of Connecticut's Common Core of Learning, the state board's new standard which articulates its vision of an educated citizen, in terms of attributes and attitudes, skills and competencies, and understandings and applications. (SR)

Authors feel that television is a potent force in the educational process but a sense of discrimination must be developed within the student-viewer. (Authors)

Describes a new high school geography curriculum that does not rely on memorization and rote learning but rather teaches concepts and stimulates the student to ask a series of questions that will help him understand the world. (AN)

Examines the issues surrounding the implementation of thinking skills programs in public school curricula. Seeks to classify thinking skills, to provide options for selection of an instructional framework, and to suggest guidelines for teacher training in thinking skills curricula. (SR)

Suggests that one can gain an overview of the coverage and balance of a multi-course social studies curriculum by placing the different courses, by total semesters taught, in these three pairs of course categories: American Studies/World Studies; U.S. History/Non-U.S. History; and History/Contemporary Studies. (Author/SJL)

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…