A call for a curricular renaissance wherein certain strategies will encourage good curriculum development. (Editor)

Because curriculum guides tell only what should be taught, administrators should compile a "curriculum map," describing what was actually taught, by asking teachers for the information near each semester's end. Curriculum maps can be used to track and prepare students, allocate resources, set staff goals, resolve conflicts, and improve…

Author suggests a kind educational network where countries could exchange ideas, teachers, and materials. (GB)

This paper relates to a research project on the history and current practice of curriculum administration in Norway. An elaboration is provided on the changing high school system and the growing impact of curriculum scholarship on curriculum development. The discussion revolves around three objectives: (1) to determine if the newly formulated set…

Describes factors to be considered before and during implementation of new curricula. Includes question lists and suggested strategies specifically for implementing new "teacher-proof" curricula. (SL)

Article is a criticism of the document "Guidelines" published by the Aesthetic Education Curriculum program. The need for standardization of language and definition of concepts in aesthetic education is emphasized. (RW)

One of the greatest dilemmas in grass-roots school reform is how local participants can take the initiative to construct new and more powerful educational environments for students. The 11 chapters of this book provide a "how-to" guide for curriculum dynamics development, implementation, and assessment. Chapter 1 offers guidelines for establishing…

This study was undertaken by the Ontario (Canada) Public School Men Teachers' Federation to: (1) describe current practices and problems in curriculum implementation in Ontario public elementary schools; (2) provide information about the attitudes of federation members toward practices; and (3) identify barriers that block educators from…

Curriculum guides can have a positive effect only if they acknowledge the intentions of teachers and the context in which the curriculum will be taught. Those who write guidelines should be aware of four central questions, all of which address the communications gap between outsiders and practitioners: (1) What does it mean to say that a written…

DESPITE CONSIDERABLE PROGRESS IN FOREIGN LANGUAGE TEACHING, CERTAIN FUNDAMENTAL PROBLEMS REMAIN UNRESOLVED BECAUSE NO INTEGRATED NATIONAL EFFORT HAS BEEN MADE TO CONSOLIDATE WHAT HAS BEEN DONE AND OFFER IT IN USABLE FORM TO SCHOOL SYSTEMS. ONE SUCH PROBLEM IS CURRICULUM DEVELOPMENT IN LANGUAGE PROGRAMS. A 1965 CONFERENCE ON DEFINITIONS OF LEVELS…

New standard unit syllabuses in mathematics and science issued by the Technician Education Council in Great Britain are criticized for lowering educational standards in clarity of presentation, syllabus content, structure, organization and expected learning outcome. The previous courses are cited as superior in all or almost all respects. (IS)

Identifies promising developments and mistakes found in assertiveness training programs. Discusses problems arising from negative image, generalizability of learned skills and, especially, curriculum format. Concludes that elicited "assertiveness" may not have positive outcomes for all individuals. Recommends enhancement interventions…

Letter to a junior high school principal discusses curriculum deficiencies and suggests learning outcomes that should result from classroom activities. (MF)