Back in 1992, the National Science Foundation (NSF) awarded grants to five curriculum development teams and charged them with the task of starting over. Five years later, each of the development teams had produced an innovative and "integrated" curriculum. All represented notable departures from the commonly encountered, calculus-driven high…

It was theorized that successes and limitations of curricular improvement projects should provide cues for intelligent planning of subsequent curricular change. The authors reviewed the records kept at the East Central Indiana Curriculum Improvement Project Office. They interviewed those in policy making and administrative positions with the…

The Massachusetts Vocational Curriculum Resource Center (MVCRC) was started in 1980 to serve as the primary vehicle for providing curriculum development assistance to secondary vocational schools and programs in the state. The aim of the study reported here was to evaluate the MVCRC to determine the extent to which it has met its objectives and…

The accomplishments of the Educational Cooperative Service Unit of the Metropolitan Twin Cities Area (Minnesota) are described. The unit serves a seven-county metropolitan area, 13 associate member agencies, and 48 member public school districts and provides effective programs for school and educational personnel. During the 1985-86 school year,…

Fourth in a series of profiles documenting the practices of 24 institutions, this report describes Syracuse University's Center for Instructional Development, which spearheads the campus-wide determination to find better ways of teaching and learning. The Center relies not on hardware but on the force of its ideas and the willingness of the…

The second phase of an analysis of the National Network for Curriculum Coordination in Vocational and Technical Education focused on the impacts of six regional centers on vocational educators. Another concern was the Network's overall contribution to curriculum-related activities and initiatives in vocational education. Specific issues were the…

This report evaluates the activities from February 1, 1994 to May 31, 1995 of the National K-12 Foreign Language Resource Center at Iowa State University. The center's purpose is to support training of elementary and secondary school foreign language teachers. Initiatives of the center focus on professional development in three areas: use of…

Some common problems faced by administrators developing tutoring programs in postsecondary education institutions--development of program goals, how to select and train tutors, and evaluating and monitoring program effectiveness--are addressed in this booklet. In the first of four sections, eight articles address the purpose and design of various…

Teachers and teacher center personnel were used to gather evaluative information on Awraja Pedagogical Centers (APCs) in Addis Ababa, Ethiopia. Teachers discussed their access to center facilities and services, and ratings of center materials and personnel. APC staff discussed their work, hours of center operation, procedures followed in the…

A survey of former students from graduate programs in Educational Curriculum and Instruction and in Educational Psychology at Texas A & M University sought to determine graduates' employment patterns and professional profiles and their perceptions concerning the effectiveness of their programs. Fifty-two percent of the graduates responded to…

The report for the 8-county West Virginia Multi-Purpose Center for Curriculum Improvement, funded under Title III of the Elementary and Secondary Education Act, represents a comprehensive evaluation of the numerous activities with which the center was involved. The first section of the document presents general characteristics of the project area,…

In its fourth year, the Bilingual Education Technical Assistance Center (BETAC) provided technical assistance and training to members of the instructional and administrative staffs of programs for students with limited English proficiency in New York City's 32 community school districts and for the Board of Education's Division of High Schools. In…

A center for teachers of the mentally retarded provided five demonstration classes and a curriculum resource library. Inservice and teacher education activities and videotapes were developed, as were curriculum guidelines and materials. Projected activities called for establishing an audiotape resource library and expanding the programs for…