The label "fad" imparts negative connotations. Discusses one new concept, labeled a "fad", whose value is neither fleeting nor insignificant. (Editor/RK)

Convinced that most educators are shortsighted in planning curriculum design, these writers take the proverbial bull by the horns and present the criteria they feel are necessary for realistic program planning. (Editor)

Curriculum development should be a comprehensive process requiring a broad-based view of the educational system and its place within society, thus necessitating the use of a systematic curriculum development model. Such a model is provided here. Three references are provided. (DCS)

Reviews the general education curriculum today and offers suggestions for using the author's curriculum model. (Author/WD)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)

Speaking from personal experience, the nation's commissioner of education urges principals to redesign high school academic programs and to open up education to include opportunities beyond the school doors. (Editor)

The debate continues as to whether the school should be a transmitter of traditional knowledge in the various academic disciplines or be the center of relevance for students' personal concerns. These authors opt for relevance. (Editor)

To overcome the fragmentation of secondary school curricula, the authors argue for a core curriculum of cluster courses, allowing students to acquire required skills and pattern their options. They suggest clusters in languages, business, histroy, art, home economics, and industrial education, alternating through four years of the curriculum. (JW)

The community school does not start at 3:30 p.m. This is the notion that the writer tries to get across as he illustrates how to expand the concept of community education into the traditional day school program. (Editor)

Most students have the competence and the right to make significant decisions concerning their own learning if they are provided appropriate leadership, and high school principals must assume responsibility for initiating that leadership and ensuring its continuity. (Author)

School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

Summarizes a study that queried 140 South Carolina principals regarding their training needs, prior training activities, and recommendations for improvement. Participants' most important training needs involved curriculum design and instruction and the learning environment. Principals were most concerned about training time and location, activity…

Examines trends in curriculum planning and development in Great Britain, Australia, Canada, the United States, and the United Nations. Argues for cooperative curriculum planning and development with shared authority focusing on the global community. (12 references) (MLF)

Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)