The major emphasis of "A Nation at Risk" is that less time in school is spent on academic areas and that the number of required courses has decreased. However, public opinion does not favor removing "personal development" and "general track" courses or lengthening the school day or year. (MLF)

Arguments that support required foreign language study at the secondary school level as "basic" to learning and to social participation are refuted. It is suggested that foreign languages be offered as electives at the secondary level, so that more emphasis can be placed on mathematics, literature, and history. (FG)

Traditionally, counselors have not received systematic training for human resource development positions within business and industry. Yet counseling skills can be readily applied to the business setting. Describes one counselor education department's response to the need for systematic training in human resource development. (Author)

Presents the results of a national survey regarding the preparation of secondary school counselors. (Author)

The comprehensive restructuring of courses and assessment policy in Karingal High School, Frankston, Victoria is reviewed. The report details the problem, the new structure, implementation, retakes, personal decisions, and the advantages and disadvantages of the system. (MP)

With the change to comprehensive schools in Sweden completed, the author considers how education will be restructured in the future both at the compulsory and the post-compulsory levels. (SJL)

Occidental College offers international programs and foreign affairs courses. The emphasis on international studies extends to the core curriculum with three major areas that deal with the history, politics, and culture of other countries. Undergraduates are required to take almost two years of a foreign language. (MLW)

Decries decline in humanities enrollment figures forced by a society that demands accountability of its educational system. Sees reduction or removal of core-curriculum as opposed to majors' requirements as a development leading to an impoverishment of humanistic values. Advocates cooperative experimentation in curriculum design as a possible…

This article uses some survey findings to provide a perspective on how junior and infant school teachers view their teaching and their responsibilities in light of issues raised by the Great Debate: a mandated core curriculum, curriculum content, accountability, teacher competence, and the future of primary education. (Author/SJL)

In response to PL 94-142, the College of Education at Southern Illinois University-Carbondale has integrated special education concepts into its preservice core courses. The program's training focus, knowledge and attitude objectives are outlined in this article, one of seven describing Dean's Grant programs for PL 94-142 training. (SJL)

Changes in undergraduate curriculum are seen to be generated by significant social, political, and cultural forces at work throughout society. After World War II a core curriculum was encouraged, but an imposition of a core curriculum in today's institutions is seen as inappropriate and ineffectual. (MLW)

Reveals the dangers of the unchecked proliferation of special interest courses; e.g., overlap of course content with established offerings; ignoring major aspects of a subject in favor of minor aspects and failure to gain a comprehensive understanding; conflicting credit-granting policies; and needless competition with area schools. (AYC)

Surveyed graduate programs (N=69) in college student development to determine the extent to which core curricular offerings address the developmental needs of women college students. Also examined the experiences of women higher education administrators. Results suggest the need to update curricular offerings and to expand research in these areas.…

Describes the success of the Academy of Holy Angels' Theater School, which has earned the reputation of producing quality original productions. Discusses aspects of the theater program, including a discussion of the required courses and the ways in which plays are scheduled. Describes the plays that have been produced. (AJL)

Discusses Lyotard's view of the narrative as a story through which meanings are legitimated. Reviews the development of the core curriculum of New York's Columbia College, arguing that it represents a "grand narrative" of the college. Discusses the effect of this narrative on students and faculty. (26 citations) (AJL)