Pressures from the state and federal governments and the courts to the contrary, since the individual school building is the largest unit in which significant and successful curriculum change can occur, those who can make the real difference are the people in the school. (Author/IRT)

Educational leaders must learn to identify influences and pressures and to deal with them with tact and skill while marshaling solid community support and understanding. (Author/IRT)

Examines three interrelated changes in curriculum ideology, structure, and content that fundamentally altered curriculum thought and practice around the turn of the century. This examination is intended to provide a background to enable advocates of curriculum change to examine assumptions about such change. (Author/IRT)

Criticizes Arthur W. Combs's "Teacher Education: The Person in the Process," published in the April 1978 issue of this journal, and submits that teacher education is a process of developing highly trained and skilled professionals and that the procedure should be well-planned and designed, with specific outcomes produced. (Author/MLF)

A well-constructed criterion-referenced test has an unambiguous descriptive scheme, an adequate number of items, a sufficiently limited focus, reliability, validity, and comparative data. (Author/MLF)

A collage of excerpts about the Florida Minimum Competencies Testing Program. (Author/MLF)

A summary of the art of teacher intimidation and suggested teacher behavior learned from interviews with some student "experts." (Author/MLF)

Discusses several potential influences on the curriculum which produce an uncoordinated emergent or preplanned curriculum, explains what type of intervention may be possible, and shows areas for further research and development. (Author/MLF)

Examines what kind of curriculum is needed for the next quarter-century, using a survey of the past two decades, 1955-65 and 1965-75, as a guide. (Author/MLF)

The reasons for, history of, and present standing of interdisciplinary education are discussed. Finally, implications and recommendations are set forth. (Author/MLF)

Most teachers claim that they are not prepared to teach the elements of the everchanging curriculum. Some suggestions for remedying this situation are presented. (Author/MLF)

The undergraduate curriculum in colleges and universities in the United States can be viewed in three large and distinct periods. Knowing these periods, one can determine the interaction between education and society, can suggest what will come next, and can help make one comfortable with a patchwork curriculum. (Author/MLF)

Outlines a planned program of multicultural education that begins in the primary grades and continues throughout secondary schools. (Author/MLF)

Individualization of instruction represents a conscious effort to reach desired goals for students. (Author/MLF)

Dialogue with our constituents is essential if we expect them to support public education. (Author)