A criticism of the Tyler and Klein article on curriculum and instructional materials standards, which appeared in the Summer, 1968 issue of this journal. Suggests and independent evaluating laboratory for such materials. (Related article EA500 752). (DE)

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)

Compares three papers on curricula analysis, two of which have appeared in CTN summer, 1968 edition. (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)

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)

Compares curriculum evaluation with literary criticism, emphasizing ways the literary concepts of metaphor, point of view, plot, and theme may be applied to curriculum evaluation. Suggests that the use of literary concepts and rhetoric may enable evaluators to describe and judge curricula without distortion or oversimplification. (JG)

The early 20th century witnessed a shift in the ways that school people and others justified public schooling in America. This shift sheds light on the current "hidden curriculum" issue that suggests schools are systematically teaching social control. (Author/DN)

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)

Suggests that the development of models and of claims about their generalizability in the absence of information about how evaluation occurs does little to advance the field of curriculum evaluation. Includes a description of the evaluation activities in the Israeli Curriculum Center. A bibliography is included. (Editor)