Describes the steps for developing a training curriculum for military personnel in terms of the job capabilities of graduates. Training Technology is a quarterly supplement to Educational Technology Magazine. (GR)

Discusses the process of developing a viable curriculum for word processing. Points out the importance of obtaining knowledge of word processing employment requirements from those involved in it. Includes information on necessary courses and continuing education needs. (JOW)

Experienced professors who teach the introduction to psychology course surveyed students to ascertain what they would like to learn in the beginning psychology course. A core curriculum presented here was developed for use by those currently teaching the course and by those teaching it in the future. (Author/BEF)

The many difficulties involved in teaching the sciences have led to their conspicuous underrepresentation in adult education programs. Several approaches are suggested to make the physical sciences more accessible to adult students. (Author/SK)

Considers the particular elements that would be included in a proposed course in semantics for education students. (RL)

According to responses from 40 of 73 directors of accredited counselor training programs, only 18 modify courses for elementary school counseling. Those that do, base modifications largely on theory. A small number require field experience with children. (SK)

Grounded theory framed site visits to four high school education-for-work programs. The resulting typology depicted essential attributes of curriculum at program and classroom levels, including mutual support among elements, enhanced learning environment, collective participation in career development, and systems approach. (SK)

A graduate level core course in curriculum and program design is described. Designed as a comprehensive introduction to curriculum studies, course content has three basic dimensions: perspective, paradigm, and possibility. Reading, pedagogic strategies and evaluation mechanisms are discussed. (IAH)

Presents priorities and strategies considered when developing a course on women and science at an Australian university. Suggests that the course will fill a gap in the history of science course offerings and address the contributions of Australian women scientists. Compares the experiences of two physicists: Joan Freeman and Rachel Makinson. (DK)

Suggests 10 guiding principles for the development of multicultural core courses, focusing on broad course content, faculty expertise, proper teaching methodology, faculty development, modest goals for students and faculty, acknowledging concerns about the courses, piloting and evaluating the courses, open course development, and publicity. (MAB)