The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

Existing item response data on three achievement tests were used to compare the use of two sequential testing procedures with conventional testing for purposes of dichotomous decisions on each of the three dimensions. (Author/AG)

Discusses a new unit of measurement, the continuing education unit, developed to quantify and record noncredit continuing education activities. It is designed to provide a permanent record and method of reporting individual participation in significant continuing education activities, whether for professional, vocational or personal development.…

Describes a typical guideline for setting up a mass production unit and includes a working drawing of object, organizational chart, flow chart, and a 10 day production schedule. (GR)

Argues that sequencing is the hidden agenda in many content area classrooms. Suggests that, if students are to improve their sequencing ability, teachers must become aware of the hidden, sequencing requirements in their curricula. Describes exercises for helping students become better sequencers. (FL)

A sequential skills program can provide a new and important focus for the K-12 social studies program. The reading, writing, and thinking skills which should be taught are discussed. Sample learning activities are suggested. (RM)

Identifies and analyzes major factors that affect industrial arts: (1) shortage of qualified teachers, (2) difference in the rate of change between technology and education, (3) lack of professional leadership, and (4) teacher education programs using a dichotomized approach to prepare teachers. (CT)

Investigates two evaluative hypotheses related to test item sequence and the performance of the students who take the tests. (SA)

Examines various approaches to sequencing learning experiences in geography in elementary and secondary education. Emphasis is placed on sequences of learning based on logic, age, and learning readiness. Research on organizing learning sequences is assessed. Journal availability: see SO 507 226. (Author/DB)

Discusses how to design a thematic children's literature unit with trade books. Highlights include theme versus topic; benefits of thematic units, including analyzing, synthesizing, and evaluating; opportunities for higher level thinking; sequencing the titles; determining key discussion questions; and culminating the unit. (LRW)