Describes the development and validation of the Curriculum Adaptation Scheme (CAS) to aid curriculum developers in their curriculum adaptation endeavors. Provides a copy of the instrument. (DS)

Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

Describes a project designed to create instructional materials in entrepreneurship for secondary vocational students. Steps discussed include selection of small businesses to be treated in modules, determination of module content, guidelines for presentation of module content, and results of field test and expert review. (CT)

Describes the reconstruction of a conventional thermodynamics curriculum using the Galperin theory of stage-by-stage formation of mental actions and Landa's description of the "through" systematization of knowledge, and discusses the generalizability of the procedures followed in developing the plan for instruction. A 33-item…

Challenges the tendency of instructional developers to dwell upon systematic processes of Instructional Development (ID) and argues that ID is more an art in which the end results must be worthwhile, relevant, and capable of justification. Sixteen references are listed. (MER)

Presents the concept of a work model which is a unit of practice within a computer based instructional system allowing replication of both information and interaction. The model also addresses some of the fundamental problems with objectives, e.g., richness of terminal behavior and relation to content. Ten references are listed. (CHC)

Describes the relationship of design and production values needed in the allocation of resources in instructional development projects. It is suggested that design value is a constant while production value varies with need. (CMV)

A technique that consultants may use to help their clients define, value, and assess goals, the card sort may be used to establish goals for systematic designs addressing instructional, individual, or organizational problems. Examples illustrate its use and three references are listed. (Author/CHC)

Applies three major points of American pragmatism to the development of technical writing assignments: (1) restricting the writing environment to the practical, workaday world, (2) emphasizing the complex contexts of purpose and audience, and (3) verifying the effectiveness of any piece of writing by its intentions. Offers criteria by which both…

Presents a dynamic class management model for writing instruction, which can be modified over the school year to meet students' changing instructional needs. (SJL)

Discusses the need for faculty development programs in library schools and examines some aspects of instructional development, microteaching, curriculum development, organizational development, and personal development as components in formulating such programs. (FM)

Described is a teaching methodology which includes enrichment of the students' learning experiences through an integrated approach to curriculum development, using continuity of curriculum as the major objective. The teacher's responsibility in this approach is to point out patterns and explore and talk about patterns included in the students'…

Reviews the cost-effectiveness evaluation component of a project that was undertaken to design and implement an instructional model for providing graduate programs to adults employed full-time and residing in remote locations. The article is fourth in a series about using cost-effectiveness analysis to evaluate instructional programs. (Author)

Discussion of the appropriate direction of research in the field of instructional technology, and the relationship between research and practice, highlights two categories of developmental research. The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed. (Author/LRW)

A questionnaire completed by 453 preschool teachers and three focus groups examined how preschool teachers planned classroom activities and individualized instruction for children with disabilities. Results indicated that teachers spent between 1 and 5 hours per week planning, used some procedures that conflicted with recommended practices, and…