Problem-solving, the most complex and useful form of intellectual activity, is a creative and productive process. Programs that develop problem-solving, therefore, are valuable. A plan for implementing process education in which such programs are incorporated is described. (Author/RK)

Article described a program with the goal of developing a creative music curriculum that would interest and challenge sixth-graders. Students were motivated to write the lyrics and music for their own songs. (Author/RK)

Two studies of law students' attitudes and characteristics reveal some aspects of how the curriculum relates to their moral development, professional and general. It is suggested that law schools should focus on the development of role-taking skills and investigate the sequencing of courses. (MSE)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

The author's discussion centers on the need to reassess the values of industrial arts, noting that the primary task should be teaching students to use tools and machines safely and effectively; to repair, select, and care for industrial goods; and to test their self-concepts. (Editor/TA)

Describes a high school curriculum which fuses mathematics skills with skills necessary for an individual to function effectively in the community, regardless of his or her occupational choice. (TA)

Describes and discusses courses offered by student affairs staff, excluding courses offered by student affairs practitioners, as part of student affairs preparation programs. Focuses on undergraduate courses and emphasizes learning outcomes associated with various courses. Discusses goals and course objectives, course materials, instructional…

Describes a values education program developed in the city of Hamilton, Ontario. Advocates removing values education from the realm of the hidden curriculum as found in the traditional school model of knowledge of facts, mastery of technical skills, and awareness of attitudes. Emphasizes the importance of continual interaction between school and…

A participant in a conference on interdisciplinary general education at the college level highlights some of the issues addressed there: institutional limitations and opportunities; interdisciplinarity versus the power of deep disciplinary inquiry; cross-disciplinary linkages versus interdisciplinary inquiry; and the role of student development…

Traces development at Navajo Community College of educational models based on Navajo cultural foundations, most recently the Dine Educational Philosophy based on male/female dualist aspects of knowledge and values traditionally identified with the cardinal directions, and providing students with the means to integrate Navajo and Western knowledge…

Describes the planning, implementation, and evaluation of an integrated student soil science project. Reports that the course was designed to develop student-centered approaches to learning and to develop transferable skills and personal qualities at the same time. Explains that the project included fieldwork, laboratory analysis, data…

Discusses difficulties in designing a curriculum for Soviet schools that will allow students to master subjects and develop their individual personalities. Describes specific problems in designing secondary research: formulation of specific teaching/learning goals, integration of content, and reflection of the tasks of upbringing. Maps out…

Through cooperative games and play, children learn to share, empathize with others' feelings, and get along better. The article makes suggestions to physical educators on how to design games to teach students cooperative behaviors and how to incorporate them into class, noting four important game-design principles. (SM)

Discusses curricular learning communities as one way of involving commuter students in learning and fostering intellectual and social connections with faculty and peers. Describes three approaches to learning communities (such as clustered courses), pedagogical strategies for involving commuter students (e.g., collaborative learning), and…

What are colleges for? What are they supposed to do? Are educators teaching their students how to grub for grades or how to learn in deep lasting ways? These are just some of the questions that the author attempts to explore in this article. An unbiased observer, looking at any organization, would look to its core processes, what its members do,…