This paper, fifth in a series produced by the Science and Mathematics Education Information Analysis Center, is based on an address given at the 44th Annual Meeting of the National Association for Research in Science Teaching by an Assistant Superintendent of the Cleveland Public Schools. Curriculum developers have tended to view curriculum as segments of subject matter, ignoring "how, for what purpose, to whom and by whom it is to be learned and taught." Criteria for judging curricula in terms of authenticity, inclusiveness, and teachability are discussed, and a need for evolving, not static, curriculum models indicated. The role of the school, of teachers, of university education and subject-matter scholars, technicians and evaluators in designing and implementing curricular change is considered, and the necessity of partnership emphasized. (AL)