This book is for curriculum leaders at the state, district, and school levels who want specific guidelines about the recommended content of each field. Contributing authors were asked to address the following issues: standards; the influence of cognitive psychology, technology, and assessment on curriculum content; curriculum structure; current issues and controversies; major research on curriculum models; and major resources available to curriculum planners. Following the preface by Allan A. Glatthorn, the chapters include the following: (1) "What Students Should Learn in the Arts" (Paul R. Lehman); (2) "English Language Arts: Public-Professional Tensions in the Standards Debate" (Miles Myers); (3) "A Mastery Curriculum for English Language Arts" (Allan A. Glatthorn); (4)"Foreign Language Curriculum in an Era of Educational Reform" (Myriam Met); (5) "Health Education: A Foundation for Learning" (Deborah Haber and Christine Blaber); (6) "The Family and Consumer Sciences Curriculum" (Sharon S. Redick); (7) "The School Mathematics Curriculum" (Anna O. Graeber); (8) "Physical Education Curriculum" (Robert P. Pangrazi and Charles B. Corbin); (9) "Redefining the Content of the Science Curriculum" (Andrew Ahlgren); (10) "Social Studies: The Study of People in Society" (Donald H. Bragaw and H. Michael Hartoonian); and (11) "Technology Education" (M. James Bensen). The conclusion, by Allan A. Glatthorn, recommends that curriculum planners use the recommended curriculum as part of the knowledge base; take due cognizance of emerging standards in the field; pay close attention to state frameworks; ensure that the curriculum reflects a constructivist perspective; integrate with caution; beware of hyper-verbalization of the curriculum; and view curriculum development as an ongoing process, not an event. References accompany each chapter. Seventeen figures are included. (LMI)