The successive applications of the model of instruction discussed here resulted in marked improvements in the course as determined from a variety of indices of student performance. (Author)

The emphasis on accountability has resulted in a change in textbook emphasis and a renewed interest in basic skills, expecially in reading and mathematics. (SP)

Paradigms developed from process and content choices are: (1) scientific, discipline centered, (2) humanistic, discipline centered, (3) scientific, practical-problem centered, and (4) humanistic, practical-problem centered. Each is examined for its logical implications for the role of the social studies teacher. (Author/VW)

Reports a study of the social studies curriculum of the New York City Board of Education with the focus on curriculum innovation and implementation, with the investigation restricted to a district in which most children came from low income families and minority backgrounds; proposes curriculum development should be retained at a central level.…

Contends that intensive activity and rapid change in curriculum reform is at an end; that areas of urban and vocational education in the reform process have been ignored; and that the level of knowledge in curriculum and instruction has not advanced. Appeals for exploratory research to establish the foundation for constructing a theory of…

Peace education is defined and curriculum design suggested, with the major objective being to implement a rule of law among nations. (JB)

Penn Valley Community College, Kansas City, Mo. received an Education Professions Development Act grant that enabled it to establish a developmental training project for day care and nursery school workers. (Authors)

Examines the movement from a curriculum divided into grammar, composition, precis . . ., and the dangers of a new kind of fragmentation"; a paper presented at annual conference of National Association for the Teaching of English (7th, University of Exeter, England, April 10-13, 1970). (Author/RD)

Evaluation of the evolution of an English Elective Program at the end of the first year in operation in a high school. (RB)

The author discusses necessary changes in programs intended to teach standard English to nonstandard dialect speakers. The courses discussed are offered on the college level as a required course. The author feels that these requirements represent a stigma which must be eliminated. (MS)

De facto student power has virtually disappeared since World War II, and de jure power is being demanded. The author feels such claims are legitimate especially in the general liberal education field and suggests the sharing, rather than the fragmentation, within the university community. Adapted from address given at the 1969 College Board Annual…