Proposes a set of rules for guiding the establishment of new curriculum theories or improving old curriculum theories. (DE)

A critical look at the theories advance by Robbie Case (see EA 504 330). (EA)

A rebuttal by the author to critiques made by Michael Apple (see EA 504 331) and Barbara Presseisen (see EA 504 332) of his original paper on the rationale and methodology of process'' curriculums (see EA 504 330). (EA)

New understanding of what is involved in curriculum will come from those scholars who can make the heuristic leap from the data they must know well to the ethical roots of their concern. (Author)

Presents the author's point of view on the basic components of a curriculum theory. Discusses theory-building processes, sources of potential curriculum postures, and the author's own curriculum theory position. Aimed at stimulating more dialogue on the subject. (Author/EA)

Discusses the need to define curriculum, curriculum design, and curriculum development more rigorously; and to differentiate curriculum concepts from instruction. (DE)

Sets out a complete theory of curriculum, examines the constraints on the theory, and suggests several points at which curriculum research might be distinguished from learning and instruction. (Author/DE)

A reaction to a previous article by Morris Finder (CTN; n5 pp55-57 Spr '70) in which he argues that instructional intent should be precise, but only to the extent that some desired behavioral objectives can be defined. Deplores the phenomenon known as "endless specificity" which characterizes the construction of some sets of behavioral objectives.…

A critique of Robbie Case's essay (see EA 504 330). (EA)

Discusses the relation between educational and political components of contemporary student rebellion, and indicates how curriculum workers are to respond to the potentially revolutionary situation in our schools. (DE)

Attempts to develop a variety of remedial process'' programs at the high school level appear to be worthwhile, in terms both of the potential benefit that may accrue to the adolescents enrolled in them, and of the groundwork that may be laid for more effective remediation at earlier levels. The new approach appears to offer more potential benefit…

Twenty- five recommendations for curriculum and instructional materials development. (RA)

A discussion of curriculum theory within the context of educational theory in general leads to a suggestion for two Categories of curriculum representations" and situations." (DE)

Although the curriculum reform movement started as an effort to meet a social-political crisis by overhauling the curriculum of the American school, its eventual contribution may go well beyond improvement of subject matter. (Author)

This article, a reprint from the 1927 Yearbook of the National Society for the Study of Education, gives a sense of the vitality that infused professional curriculum work in its first decades and illustrates the new empirical methods that were being adopted from the social sciences. (Author/MLF)