The Integrative-Interactive Conceptual Model for Curriculum Development calls for curriculum reform and innovation to be cybernetic so that all aspects of curriculum planning get adequate attention. (CJ)

Curriculum theory and its function are defined, and its present state is discussed. A model which can be used to bring order to the field of curriculum theory is presented. (CJ)

This article describes a model for action research which encourages collaboration between researchers and teachers, especially in curricular research and development. This model encourages teachers to act as researchers. A rationale is discussed and steps to follow are given. (JL)

The curriculum and instruction specialist should not fall prey to the "expert syndrome," in which the specialist decides on the "best" curriculum or instructional method without considering the teacher's discipline or personality. (CJ)

Citing articles which focus on the negative impact of computer uses in education, this article makes its case for the uses of computers in the classroom. Drill and practice instruction is described. Questions for future research are posed. (JL)

Since 1978, Thailand has changed its educational curricula for primary and secondary education to reflect a 6:3:3 pattern. The director general of the department of teacher education for Thailand's Ministry of Education discusses the issues and problems this curricular reform has caused and possible solutions to some of the problems. (JL)