Describes the educational reform of the Italian middle school system from a fragmented system of separate vocational and academic schools to a unified comprehensive middle school system. Effects on the high school system are also mentioned. (AN)

Academic changes that facilitate student-faculty planning and involvement are discussed. (CK)

Uses Monty Python's 1970s comical vignette, "The Spanish Inquisition Sketch," as a metaphor for the process educators experience as they encounter each new curriculum-reform effort. (SR)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

Discusses the need to develop a psychological climate conducive to change in schools, the financing necessary for adequate system of research and development, and the limits research proposals should encompass to meet community needs. (RK)

Discusses the report "A Nation at Risk" and its effect on American education over the past decade. Presents data from a nationwide survey regarding the extent to which the report's recommendations have been carried out. Finds that the report has had little effect on education. Suggests reasons why the report had so little influence. (HB)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

The consequences of the movement for accountability and individualized instruction were evaluated. (RK)

The word "curriculum" is derived from a verb meaning "to run a course," which well describes the frantic actions of educators to adopt each new educational fad. But the curriculum revisions of recent years have not justified their cost. It is time for educators to be more conservative. (Author/SJL)

Addresses the question of how to bring about a change in the most effective and efficient manner. States that the effectiveness of change lies in the method employed and offers points to be stressed if beneficial change is to occur in an educational institution. (EL)

Argues that student performance on standardized tests should not be the basis for educational reform and presents suggestions for expanding the criteria by which school success is judged. (SRT)

Offers a framework to help teachers change their personal or curricular perspective from "mainstream" to more "diverse" and to incorporate that new perspective into whatever subject matter they teach. Discusses the teacher's role, analyzing one's personal attitude, choosing instructional materials, and goals and objectives. (SR)

Offers recommendations for curriculum renewal, indicating the major ways each of the four major disciplines (secondary English, social studies, mathematics, and science) can improve by the year 2000, and presenting an incremental strategy for achieving such gains. (SR)