Schmoker asserts that the kinds of skills students need to succeed in college--skills like clear thinking, effective writing, and the ability to analyze international and policy issues--are equally needed for non-college-bound youth. He maintains it is possible--and necessary--to provide an intellectually challenging and culturally enriching…

Provides a critique and a defense of Maryland's Project Basic, a curriculum design that uses adult activities as the source of objectives for the curriculum. (Author/MLF)

Some theorists are rejecting the traditional model of curriculum and raising questions about the relationship between schools and society. (Author/MLF)

Multidisciplinary thinking is advocated as a necessary approach to curriculum development in the light of the emergence of a global society, the rate of social change, the information explosion, and new theories about reality. (GW)

Argues that curriculum developers should learn as much as possible about the characteristics and capabilities of their intended student audience and base decisions on curricular design and content in large part on this information. Available from Association for Supervision and Curriculum Development, 1701 K Street, N.W., Suite 1100, Washington,…

A clear concept of the nature of curricular research is deemed essential to effective scholarship and rational decisions about research goals. (GW)

The author reviews trends in the curriculum field, pointing out how it suffers from "ahistoricism." Schools must be responsible for countering cycles and fashions. Curriculum reform efforts should be an attempt to solve problems based on knowledge from previous experience. (MD)

Ralph W. Tyler reviews five significant events in the field of curriculum development: (1) work of Edward Thorndike, (2) John Dewey's monograph on interest and effort in education, (3) the 26th yearbook of the National Society for the Study of Education, (4) the formation of the Society for Curriculum Study in 1930, and (5) curriculum experiments…

Another in a series of articles summarizing results of a study sponsored by the National Science Foundation, discusses the minimal impact of curriculum revision due to the extraordinary social complexity of schools and systems. (Author/MLF)

Defining "theorizing" as the activity preliminary to theory completion, this author explains three kinds of curriculum theorizing--structural, generic, and substantive--and sketches the implications of each for practice. (JM)