Twenty- five recommendations for curriculum and instructional materials development. (RA)

Discusses similarities ofcurriculum problems in Denmark with those in other countries, and contributes to a debate on diadactic and methodological levels of the educational planning process. (DE)

Explains some of the implied assumptions about the nature of goals as things among which persons may reasonably choose or about the behavior of personal preferences or both -- inherent in proposed approaches to the selection and definition of instructional goals by Grotelueschen and Gooler (CTN; Nos. 8-9, pp7-21 1971-72). Argues that an…

This review of the Twenty-Sixth Yearbook of the National Society for the Study of Education (1926) notes the circumstances that led to its appearance and assesses the picture of curriculum work that it presented. (Author/MLF)

This article, a reprint from the 1927 Yearbook of the National Society for the Study of Education, discusses the social purpose of education, the function of the school, and curriculum-making and the nature of the learner, the nature of society, the organization of knowledge, and the scientific method. (Author/MLF)

Explores the concept of curriculum potential and argues for its utility as a construct in curriculum theory. Discusses the limitations of viewing curriculum materials strictly in accordance with their developers' objectives, and examines the concept of curriculum potential as an alternative approach to curriculum implementation and evaluation.…

The significant objective of education must spring from a comprehensive theory of education. Curriculum construction involves a large question of direction or purpose, which our zeal for activity analysis is disposed to overlook. (Author/MLF)

Discusses various arguments for the use of planning by objectives in instructional planning and contends that having an objective does not ensure selection of the best instructional approach. Also argues that the use of specific objectives, rather than more general goals, has no bearing on the effectiveness of instructional planning. (Author/JG)

Focuses upon curriculum reform as a case for the developments of comparative curriculum theory and a comparative theory of empirical evaluation. (Author/DE)