One approach to curriculum revision for disabled students involves five steps: determining curriculum aims, determining curriculum goals, assessing program and resources, developing the curriculum, and implementing and evaluating the curriculum. (CL)

Argues that the study of the life course is necessarily a historical form of inquiry that demands acknowledgment of narrative structure. Because the data of narration derive from experience, the idea of development can only be placed within the realm of subjectivity. (RH)

The Multiple Component Model (MCM) of gifted education includes instruction which may overlap in literature, history, art, enrichment, languages, science, physics, math, music, and dance. The model rests on multifactored identification and requires systematic development and selection of components with ongoing feedback and evaluation. (CL)

Outlines a model for evaluating management development programs. (IRT)

A description of how one type of individualized learning package is prepared. (AK)

This article proposes an experimental model which should furnish a process for curriculum development decision-making. (AK)

Proposes that technology is the educational base for job training and that technology should be used in curriculum planning and implementation. (SB)

Business Education curriculum development through environmental relevance helps cultivate individualized fulfillment. (MU)

The article offers guidelines for severely handicapped personnel preparation programs. Five areas which need to be addressed by such programs are addressed: need for the program, adequacy of resources to develop and maintain the program, staff needs and instructional integrity, program limitation, and a process for program evaluation. (SB)

Presents and examines the "Stages of Commitment to Organizational Change" model in order to provide managers with a cognitive map of how commitment can be generated. Stages include contact, awareness of change, understanding, positive perception, installation, adoption, institutionalization, and internalization. (CT)

Two conflicting positions are reviewed: (1) adolescence is necessarily a time of turmoil; and (2) adolescence usually is not a time of turmoil. A step toward reconciliation of these opposing views is offered. (Author/DB)