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)

Differentiates among several conceptions of curriculum, including the formal curriculum, the teacher-created and student-influenced curriculum, and the hidden curriculum. Explores new options disclosed by recent research and raises implications and issues related to them. Includes seven references. (MLH)

Describes development of a Multiple Intelligences Theory Application (MITA) model used in high school classrooms to address major content, collaboration, and criteria concerns. The model invites parents to collaborate, from curriculum planning stages to the end stages of learning. The model also provides for student participation and alternative…

The supposed gulf between curriculum development as it is practiced, and curriculum theory, may be an imaginary one, this article suggests. Textbook curriculum axioms are used to analyze Mississippi's Accountability and Instructional Management program, and it is found to be consistent with the theory taught in college classrooms. (DCS)

Outlines the development of a model high school program in Virginia that is designed to be a model-in-miniature of what the state's schools can do. Its goal is to develop practical solutions to the problems of high schools. (MD)

The Conceptual Curriculum Network is a model for curriculum planning that identifies essential aspects of curriculum planning, indicates flow within the planning process, and explains the interrelationship of essential aspects of the planning. (Author/IRT)

Provides a model for developing global awareness activities in a secondary school. (Author/IRT)

Experienced as a practitioner and as a student in building master schedules for both junior and senior high schools, the author recommends a procedure that puts the human element back into scheduling students and teachers into the right classes. (Editor)

A Virginia science and technology high school restructured its ninth-grade curriculum by clustering three core courses in an integrated program. Students work with resource managers at Mason Neck National Wildlife Refuge to gather data on species inhabiting the area. They prepare well-researched reports and present them to peers, faculty, and…

A description of the organizational structure of a system for districtwide organization of staff and a process for curriculum development, coordination, and evaluation. (Author/MLF)

Provides a model for developing a course in student leadership at the secondary level. Includes a sample outline for a Basic Leadership Course and a sample outline for an Advanced Leadership Course. (MD)

Examines the concept of interdisciplinary team teaching and poses some questions which should help answer the question in the title. (Editor/RK)

The Multiple Menu Model is a practical set of planning guides that teachers can use to design indepth curriculum units. This model differs from traditional approaches by balancing content and process, involving students as inquirers, and exploring knowledge's structure and interconnectedness. Components include menus for knowledge, instructional…

Two interpretations are presented of the social dimensions of consumer education: the social/political interpretation and the personal/moral interpretation. Both contain a moral dimension involving questions of obligations and responsibilities to others. (MD)

Offers a form for determining the scope and sequence of skills in implementing a study skills curriculum. (JW)