Describes philosophy of Paulo Freire as foundation for an existential/humanistic curriculum and explores practical and theoretical implications of this curriculum for second language teaching. Expands curriculum design principles into sample second language curriculum design principles. (Author/BK)

Outlines the history, use, and value of simulations (role play, operational games, and individual exercises) in geography instruction. The author stresses that, while simulations improve student motivation and increase interest in concepts, their effectiveness depends on proper integration into course curricula. (AM)

The pilot New Start Program for Disabled People, a program offered by a New Zealand university, is described. Various aspects of the program are presented: the need, its aims, how it was financed, student characteristics, description of the coursework, and evaluation. (CT)

In a student initiated experimental program, undergraduate students assumed full responsibility for planning, staffing, and running introductory psychology laboratories. They supervised six sessions demonstrating psychological principles. The results of post-session quizzes and questionnaires showed that students absorbed course material, enjoyed…

School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

The use of computers as a control device for large numbers of students is described in its five phases of operation: registration, instruction, examination, termination, and evaluation. Flow charts are included. (RAO)

This review of research literature on social studies methods from 1921-1978 includes a discussion of philosophic trends, course content, cultural perspectives, teaching styles, and research measures. The author proposes a new theoretical framework for analyzing social studies methods. (AM)

Demonstrates the application of cognitive-developmental theory to career education. Presents a model of cognitive development and explores its implications for concepts relevant to career education. Discusses self-evaluation, values and choices, expectations and stereotypes, responsibilities, job choice, and reaction to change. (CT)

Describes a 24-month self-assessment of the Instructional Design, Development and Evaluation (IDDE) graduate program at Syracuse University, which included reviews of training and educational needs, curriculum analyses, and critiques by past graduates. The rationale for change is discussed, as well as implications for the future. Five references…

The development of a curriculum for a new law school, at the University of Victoria in Canada, is outlined. Factors that constrain, influence, and determine the shape of the curriculum are noted, as is the role of the legislative process. Available from Univ. Brit. Columbia Faculty of Law, Vancouver 8, B.C. (MSE)

Describes curriculum and field experiences for students in bereavement therapy. Counselors learn to use therapeutic models and developmental guidance skills. Field work includes visiting hospitals, nursing homes and funerals, as well as library research. (JAC)

This commentary discusses an unstated assumption made in a Do It Yourself Curriculum Guide, that "any combination (of outcomes you select for your school curriculum) is as good as any other." Other inadequacies in the Guide are included. Discusses also the problems associated with justifying science in the school curriculum. (CS)

This article offers a curriculum scheme which responds to the nonverbal and intuitive character of learning in the visual arts and which is framed to deal specifically with content in the visual arts. (Author/SJL)

Reports research that utilized multidimensional scaling and related analytic procedures to validate the curricular goals of a graduate therapeutic recreation program. Data analysis includes the use of the two-dimensional KYST and PREFMAP spaces. (Author/JD)

The historical development of curriculum materials in the social studies is outlined. Principles offering the potential to effect major changes are described and a set of guidelines for a rational social studies curriculum is established. (JMF)