This writer questions some of the basic conventions of foreign language teaching in this country. As an alternative approach, he suggests an exploratory concept for grades 5-8. (Editor)

This article presents in concrete detail a complete description of the ideal full journalism curriculum. It starts with a competent instructor, says this writer, who was named Journalism Teacher of the Year in 1972 by the Newspaper Fund, Inc. (Editor)

Principals must attend to eight curricular issues in their role as instructional leader: amount of content; extent of academic focus on coursework; focus and sequence of courses; breadth versus depth of content; differential access to knowledge; homework as an extension of content; curricular alignment; and quality of course objectives. Includes…

Have you developed mini-course programs, only to have them sputter and die or merge with the routine curriculum? The guarantee for success is a continuation of inservice and evaluation, says this author. (Editor)

Defines and explains the elements of the English curriculum (listening, speaking, reading and writing) and shows how, as integrated, they become the basis for the middle school or junior high English curriculum. (Author/JM)

Critiques college admission requirements, pointing out that entrance tests determine what is taught in high school curriculum. For testing to be effective, colleges and high schools must specify the content of college preparatory curriculum. (MD)

The anthropological concept of culture helps students develop a realistic sense of their roles in the world. Students and teachers both benefit when this concept is included in the curriculum. The culture conflict within native American students provides an extreme but illuminating example of the need for such studies. (PGD)

Four systems for computer-assisted instruction are explained and compared here: the PLATO, the TICCIT, the TRS 80, and the Apple II. (JM)

Takes a systems approach to designing classroom instruction, providing models for program and course syllabuses, as well as for instructional units. Included are checklists for designing the three levels of instruction: the program, the course, and the instructional unit. (JW)