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)

Article considered projects for the development of science courses and science curricula for the American high school, junior high/middle school, and elementary school. (Author/RK)

Guidelines for teachers involved in curriculum development activities. (MLF)

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)

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)

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)

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)

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)

Article provided concepts to be implemented in a continuous, individualized pre-service and inservice program for leaders of secondary schools. Concepts formed an outline which can be utilized to prepare learning objectives which can be measured. (Author/RK)

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)