Offers suggestions for types and content of curriculum guides as well as for curriculum use and evaluation. (Author/WD)

Offers practical suggestions for minimizing 14 problems that frequently occur when curriculum programs are evaluated. Timing evaluations, evaluating appropriate factors, making meaningful comparisons, meeting skepticism, selecting tests, selecting evaluators, assessing evaluation results, and maintaining credibility are among the concerns…

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)

Presented in this article is the author's own experience in science curriculum change. (Editor)

To obtain information for planning school goals and activities, Armwood Senior High School (Seffner, Florida) decided to interview graduating seniors concerning the curricular program. This article reviews survey questions and significant responses. (MLH)

Outlines how to develop and write an effective curriculum governance document to be used in creating and monitoring curriculum development. Includes specific steps to consider in developing the document. (MD)

Author gives thourough treatment to alternatives evaluation purposes and problems. (Editor)

A systems approach to curriculum evaluation can produce better alignment among written, taught, and tested curriculum. Data and information gathered through comprehensive curriculum evaluation can also be used to improve other core areas of the system: organization, instruction, assessment, and professional development. A systems approach ensures…

To ensure that curriculum development staff are focusing on student needs, this article suggests a question matrix showing the holistic relationship in the planning, implementation, and outcomes processes and in five interrelated program components (curriculum design, instructional means, resources, staff development, and learning experience).…

This article asks and answers the following three questions concerning curriculum evaluation: (1) why evaluate curricula; (2) if curriculum evaluation can be justified, then what are useful curriculum evaluation questions; and (3) given the constraints of time, money, and expertise, how can useful curriculum evaluation be conducted? (DCS)

Emphasis on the specific advantages of PPBS for principals, with special attention to evaluation as a component of PPBS and how it can improve principals' decision-making. (Editor)

Presents a model for needs assessment in school programs. The approach collects data from personal interviews with students, parents, community members, and professional staff; from an analysis of the existing curriculum; and from an in-depth student profile. (Author/WD)

This survey of graduating high school seniors revealed an important discrepancy between what students perceive as the most important function of high school (developing emotionally stable persons) and the functions they perceived that the high school does best (teaching the basic skills and imparting information). (Author/IRT)

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)

A step-by-step process for changing curriculum, based on research by both the Ford and Danforth Foundations, stresses that administrators and teachers must work together to bring about meaningful change. (Author/MLF)