Presented are an overview of a total, integrated curriculum for pharmacy continuing education and a curriculum model consisting of three elements: curriculum objectives; including update, in-depth, special, degree, and new information needs; curriculum processes, such as planning, development and evaluation; and the individual learner. (JMD)

Describes the developmental sequence to determine and validate educational objectives for a nutrition education curriculum. Lists learner objectives and subsets of skills, knowledge, and attitudes. (Author/MA)

Describes the process of objective identification through the development and use of an objective priorization instrument responded to by a stratified, random sample of the Society for Nutrition Education (SNE) membership. (Author/MA)

Examines strategies for determining scope and emphasis in which competencies should be reflected in allied health curricula. Techniques for solving problems likely to occur when conducting needs assessment in the allied health field are presented. A model for integrating needs assessment activities into project development is included. (MF)

Technical education in India is discussed and recommendations for changes in curricula of technical courses are offered. The author identifies the need to update curriculum content, provide teacher orientation, set standards in accordance with behavioral objectives, develop materials, and reform the examination system. (Author/DB)

This article presents a systematic eclectic model for organizational change. It is a proactive model in which the change agent defines goals, assesses needs, and reaches out in an active, purposeful way to intervene in the target system. Paper prepared for the Chicago, 1975 Convention of the American Psychological Association. (Author/BP)

Considerable attention is being directed toward the need for school counselors to work closely with teachers, other school staff, and parents not only to bring about effective change with students, but also to become an integral part of the staff. (Author)

Discusses why anthropology should be taught. Analyzes the increasing interest in teaching anthropology and the textbooks, films, simulation kits, and wide variety of teaching methods which have been developed. Provides some synthesis upon which future development of anthropological curricula might be based. (Author/JM)

Outlines a comprehensive curriculum development model intended to define the school board's responsibilities in curriculum development and to ensure that the curriculum meets the needs and interests of all the publics to which the board is accountable. (JG)

An overview is presented of the Purpose Process Curriculum Framework (PPCF), designed initially as a conceptual framework for physical education curricular decision making. Information is provided on the development, evaluation, and professional context of the PPCF. (CB)

A discussion of the present status of relevant curriculum theory and the presentation of a proposal for reformulation of the Movement Process Category System, a component of the Purpose Process Curriculum Framework is presented. (CB)

Offers classroom teachers a way to use listening activities to improve students' comprehension, a procedure that has worked well with a group of children in grades K-3. (JC)

Treating curriculum out of context is mostly responsible for the disappointments of curriculum theory in practice. Decontextualization has conceptually separated curriculum from its design and use; operationally, curriculum is separated from its structural and sociocultural contexts. The alternative--curriculum in context--can inform research,…

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.…