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)

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)

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)

Explores the concept of curriculum potential and argues for its utility as a construct in curriculum theory. Discusses the limitations of viewing curriculum materials strictly in accordance with their developers' objectives, and examines the concept of curriculum potential as an alternative approach to curriculum implementation and evaluation.…

Presents descriptions of the management, systematic, and open-access curriculum development models to identify the decisionmaking bases, operational processes, evaluation requirements, and curriculum control methods of each model. A possible relationship among these models is then suggested. (Author/DN)

Focuses upon curriculum reform as a case for the developments of comparative curriculum theory and a comparative theory of empirical evaluation. (Author/DE)