A 3-DAY CONFERENCE WAS HELD TO DEFINE AND FIND SOLUTIONS TO THE PROBLEM OF TECHNICAL SCHOOLS RELATIVE TO STUDENTS WHO LACK THE NECESSARY REQUISITES TO ENTER AND SUCCESSFULLY COMPLETE A TECHNICAL EDUCATION PROGRAM OF STUDY. REPRESENTATIVES FROM TECHNICAL SCHOOLS AND SECONDARY SCHOOL GUIDANCE COUNSELORS FROM THE NORTHEASTERN UNITED STATES WERE…

This annual report is an evaluation of an adult basic education teacher training project at California State University in Fullerton in which 5 core courses and 10 elective mini-courses were offered to 25 participants who would eventually be certified as instructors and to interested inservice personnel in Orange County and adjacent areas. The…

This set of five essays explores the pros and cons of undergraduate core curricula in colleges and universities. Core curricula are seen as either providing the ideal educational base and a shared background, or as a loss of diversity and a protective shell that faculties can use to avoid considering the relevance of a liberal arts education. (JMD)

Changes in admission policies and curriculum and their current/projected effects on enrollment, academic standards, student retention, and costs are discussed. (MSE)

Curriculum guidelines revised by the American Association of Dental Schools' Section on Oral Radiology are presented. (MLW)

A survey of higher education programs found that nine of the programs offer an area of concentration in institutional research and 17 programs have an institutional research core course. These programs are identified and the content of the curriculum is described. Planning topics received the most emphasis in courses. (Author/MLW)

Traces the current status of the community college academic curriculum through data from several national studies conducted by the Center for the Study of Community Colleges over the past 10 years. Sees the Humanities, Sciences, Fine Arts, Mathematics, and English Composition as the academic disciplinary core of the collegiate curriculum. (CBC)

Describes a course at Marist College, Poughkeepsie, New York, in which multimedia and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. (SED)

Examines roots and development of Master's of Library Science (MLS), and discusses two basic questions: whether master's-level education should be more than instrumental, and more theoretical than practical. Also discussed are technological developments, and aspects of current master's curriculum, core curriculum, and specialization, which…

Directions in second-language curriculum development in Australia are discussed in the context of three contemporary educational value systems or ideologies: classical humanism, reconstructionism, and progressivism. (MSE)

The author offers her view of how home economics teachers might orient their thinking about curriculum development in home economics to the future. She recommends defining the basic core themes of home economics, developing home economics' leadership component, creating an interdisciplinary curriculum model, and teaching teachers to implement home…

An information-rich environment is a sharing environment with standards, rules, conventions, and ethical codes different from those created to manage the zero-sum bargains of market trading and traditional international relations. Societies must give all their people a chance at relevant education or be left behind by those that do. (MBR)

Directors of academic, public, and special libraries were asked to relate curricula of master's degree programs in library and information science to their own perceived needs and preferences in hiring of junior professionals. Options for alternatives to education outside one-year degree setting were examined and ranked. Seventeen references are…

Provides a rationale for integrating general education in vocational studies. Offers examples of institutions with such integrated programs, and suggests strategies for curricular change. (DMM)

The authors present a paradigm describing how teachers and students experience the process of curricular change. Their analysis suggests that teachers may move through a sequence of stages and try a variety of strategies in order to represent women and minorities, and thus a fuller range of human experience, in their courses. (CT)