The essential purpose of the five papers compiled in this report is to summarize, analyze, and interpret recent tendencies in educational theory and practice and their implications for "the heart of the educational process," i.e., the curriculum. The papers focus on general strategies or methodologies of instruction, rather than specific subject content, and represent an interdisciplinary approach (Dr. Harold Stahly, psychology; Dr. John Renner, science; Dr. Robert Hogan, language arts; Dr. John LeBlanc, mathematics; and Dr. William Gardner, social studies). Their titles and major emphases are as follows: "Psychological Aspects of Curricular Change" (applies principles of psychology to instructional methodology and to the more general problems involved in instituting educational change); "The Structure of School Science Programs" (calls for a science curriculum based on the nature and process of inquiry); "Recent Curriculum Trends in English" (emphasizes the importance of the human element--child-centered curriculum and individual teaching styles); "Changes in the Schools: Implications for Learning and Teaching Mathematics" (focuses on needed revisions of teacher training programs in light of recent developments); and "Search for Meaning--an Emerging Model for the Social Studies" (compares and contrasts traditional and emerging models, stressing need for inquiry-oriented, experience-based curriculum). (JS)