Describes a middle school program in Wisconsin that has a curriculum based on basic skills and provides exposure to special areas such as art, business, education, foreign language, music, home economics, physical education, and industrial education. (MD)

Author urges more student choices and interdisciplinary ventures. (AS)

Divides curriculum development into 10 steps to aid administrators at the local level in planning for whole systems or for single courses. (JW)

The author defines the concept of humanization and offers concrete examples of how education might become more humane. (AS)

In this article two factors of student discontent, along with partial solutions, are brought to our attention. (Editor)

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

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)

This article's thesis is that the principal, as instructional leader, should be responsible for the educative effectiveness of the "third curriculum", defined here as the student activities program. (Editor)

Describes the establishment and development of a five-year plan called Project 1992. It was developed by a high school to help adapt to the changing needs in curriculum development that technological changes and their ramifications will require in the future. Outlines the planning, organizing, and writing of the plan. (MD)

In view of the diversification of science instruction in the elementary grades, the writers present secondary school principals with several basic considerations which they hope will assist them in their articulation programs in their own science programs. (Editor)

Article discussed three views regarding history in the high school curriculum and its meaning for social studies. (RK)

School scheduling can be improved to express many of the intangibles of a school, which give the institution its heart, says this writer. He describes a good master scheduler and makes several recommendations. (Editor)

Author believes that each school has a pattern of student misconduct followed year after year. He suggests that appropriate curriculum during peak periods of student restlessness could produce better results. (GB)

The author warns the readers not to limit their own definitions of the concept of humanization to kindliness and affection alone. He asks school administrators to pursue its tougher dimensions." (Editor/MS)