Describes the role of the curriculum builder. (PD)

The concern of educators for adapting instruction to the needs of individual students is placing more and more demands upon those involved in curriculum and instructional design. The role of the teacher in such a system makes it mandatory that he be provided with well-defined outcomes to be achieved by the learner, information as to what learner…

GRADES OR AGES: Grade 13. SUBJECT MATTER: Typing manuscripts and reports. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material contains general instructions on spacing, margins, and paging. The main text contains 32 manuscripts which are varied according to arrangement and length. The guide is lithographed and spiral bound with a soft…

This paper proceeds from the assumption that (1) thinking about values is necessary and critical for people interested in curriculum; (2) curriculum designs are value-oriented statements; (3) in approaching curriculum thinking from an interest in values, it is important to identify clearly the unit of interest and its relationship to other units…

Sketches the theoretical notions which began the Curriculum Research and Development Group and discusses the practical import of those notions. (Editor/RK)

The author describes a naturalistic study of technology education curriculum redesign efforts in a suburban midwestern school district. She examines (1) debated ideas and concepts, (2) stages of discussion, and (3) influence of teacher educators. (CH)

Discusses several issues to anticipate in planning for the implementation of a curriculum guide. Suggests that curriculum development requires the construction of institutional procedures to reinforce the positive motivation and hard work of teachers and administrators. (JK)

Describes how the University of Pittsburgh integrated its nursing students into the traditional baccalaureate program. (JOW)

Key points in a typical behavior modeling instructional sequence are given. Some problems of behavior modeling are analyzed and solutions are offered. Article is ended with a discussion of some design limitations built into behavior modeling. (JB)

Cognitive modeling works best when teaching overt, observable activities. The basic structure of a good cognitive program includes modeling, case study exercises, social reinforcement, and transfer of training. (JB)

Exemplary curriculum designs from the past that have provided models for implementation are reviewed in order to lend perspective to designs for today's and tomorrow's curricula. (MT)

The author argues for using alternative concepts and processes, perhaps several in various curriculum conceptions. Using varying designs in each classroom could make the process of schooling more responsive to the individual student and to society. (MT)

Missing from current literature are serious attempts to design a broad knowledge-centered curriculum framework to aid the teacher for the gifted to select and develop content material. Reorganizing traditional disciplines in a more contemporary fashion, in which the instructional content is relevant to today's needs, can provide structure for the…