This document stresses the increasing awareness in higher education of the impact student/environment transactions have upon the quality of educational life and details a model and design process for creating a better fit between educational environments and students. The ecosystem model uses an interdisciplinary approach for the make-up of its…

Non-traditional courses recommended for the general education package at Los Medanos College are described. It is suggested that the core curriculum be six intra-disciplinary packages covering Behavioral Sciences, Social Sciences, Biological Sciences, Physical Sciences, Language Arts, and Humanistic Studies. Each semester, students would be…

Discusses the need for K-12 energy education models that are interdisciplinary, relevant, value-oriented, and future-oriented. (MA)

A four phase ecological working model for the clinical evaluation and coordination of services for the child with a handicap is presented. (Author/SBH)

Two processes are identified as central to the achievement of liberal arts goals in a field setting. They are reciprocity and decentering, both implying the coordination of multiple perspectives on the experience. (Editor/LBH)

This article reviews the history of self-directed learning for the gifted and describes the Autonomous Learner Model (Betts, 1985) which includes a strong affective component, career development, and guidelines for a process-based scope and sequence. Guidelines are provided for developing independent study programs for gifted learners. (Author/CB)

Compares teachers' perceptions of the school-based curriculum development process during the 2-year development of three new multidisciplinary courses in nine Scottish secondary schools. Suggests reasons for differences in perception including influence of the action research approach. Considers implications for future school based development.…

Interdisciplinarity, problem-focused education, and experiential education must serve some larger goals and fit some larger framework or philosophy of education. Engaged education--with emphasis on relevance involvement, social problem-solving, and seen as opposed to traditional education--is discussed. (MLW)

A diagrammatic model that illustrates the nature of urban growth processes and their resultant physical form is presented. The model can be used to describe attributes of urban form in the preindustrial city or to provide a framework for studying contemporary patterns of development. (RM)

A model to encourage the systematic development of analytical reading skills in the study of history is presented. The example used is drawn from an introductory unit in American history. (RM)

Describes the Administrative-Guidance-Resource team, an interdisciplinary pupil personnel team, which has vastly improved the educational environment at Abbot Middle School (Westford, Mass.). (Author/HMV)

Describes entrance of volunteers into urban junior high school and explicates problems encountered and methods evolved to deal with them, and provides rationale for these methods and an objective for this initial phase of contact with the school. (Author)

The paper presents the position of the National Joint Committee on Learning Disabilities regarding design and implementation of inservice programs for professionals serving learning disabled persons. Recommendations touch on needs assessment, competence of inservice leaders, models, multidisciplinary approaches, and administrative support. (CL)

Identifies a common process of mediation which appears to be followed in all models of practice, and identifies essential knowledge, skills, values, and aids required. The purpose of explaining the process and the mediator's role is to identify components of mediation and the type of education and training needed. (Author/JAC)

The general education curriculum should include academic experiences based upon selected theories of intellectual development. The works of Dewey, Piaget, and Perry provide the theoretical framework for an interdisciplinary model that takes cognitive development as the primary goal and disciplinary exposure as a by-product. (Author/MLW)