Recommends pluralistic general education programming to accommodate diversity in faculty orientations, values, and perceptions of knowledge; and disparity in students' academic ability, values, and preferred learning styles. Suggests a multi-track general education model emphasizing different, but equally demanding, educational experiences for…

Notes the inevitable tensions that arise between centripetal writing centers and centrifugal writing across the curriculum programs. Examines the tutoring program at an eastern university as an example of a decentralized writing center that resists pressures to assume a uniform composition pedagogy and coordinates its work with many parts of the…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

Reviews data from around the world documenting differences in educational attainment of males and females with emphasis on scientific subjects. Considers social and cultural factors which account for these differences and offers concrete ideas for creating a less sex-differentiated science and technology. (JDH)

Suggests that technical writing teachers reconceive their purpose and curricula to give students the skills they really need to meet current demands of technical writing jobs. Explores the moral and pragmatic purposes of teaching literature and technical writing, the disparate needs and motivations of technical writing students, and the…

Recommendations for curriculum made in "The Unfinished Agenda" and recent national marketing education curriculum activities are discussed. A checklist for teachers to use to review their curricula as well as ideas for incorporating the development of basic skills into the marketing education curriculum are also presented. (CT)

This overview considers some of the pervasive problems in defining and developing literacy education in the U.S., including the selection of curriculum content, the development of skilled reading and writing, and the development of a theory of learning and instruction. (RDN)

Presents strategies for helping students develop their metacognitive abilities. Teachers must specifically encourage thinking about thinking. (MD)

A teacher-developed moral dilemma that can be used to help elementary students make judgments based on values of civic responsibility is presented. Teachers can use the dilemma as a model for developing other dilemmas relevant to their students and schools. (RM)

The author states that the central difficulty in science education is the choice of subject matter. He argues that curriculum planners should design an educational system or course that charges the incoming student with an enthusiasm for learning, ability to learn in the discipline, and self-confidence that learning is both possible and fun. (CT)

Describes the transformation of a Jesuit colegio in El Salvador from a school for sons of wealthy landowners into a school open to all people. Also examines the history of the Jesuit order in El Salvador from 1914 to the present. (Author/CT)

Although "The Paideia Proposal" (1982) has been "all but totally eclipsed" by other recent publications on school reform, the Paideia Group's painstaking, unified, long-range approach (expanded on in its newly published second volume, "Paideia Problems and Possibilities," and the remaining volume, to be released later…

Problem-solving, the most complex and useful form of intellectual activity, is a creative and productive process. Programs that develop problem-solving, therefore, are valuable. A plan for implementing process education in which such programs are incorporated is described. (Author/RK)

Focused on are the application of current curriculum approaches to selected programs for deaf students. (SB)

A personal view is offered of a recent development in teaching English Medieval Studies at the University of Exeter in which the entire curriculum was reconstructed to deal more effectively with the character and needs of the undergraduate in the 1970s. (LBH)