A panel of researchers examined why individualized instruction is successful in industrial, military, and medical training but less so in elementary and secondary schools. The reasons revolve around the rewards students receive, student maturity and motivation, and the amount of time spent on task. (Author/JM)

Hillsborough (Florida) County Public Schools used a systematic process to choose a standardized test that matched its curriculum. (Author)

Replying to an earlier article, the author makes a number of assertions, including that the constitution mandates religious neutrality, not hostility, and that the liberal elite object to the views of the religious only when the views are not politically liberal. (Author/JM)

Collective bargaining law, the unit clarification process, case law, and teacher contracts are legally defining and thereby controlling school supervisory practice in Pennsylvania. (Author)

Describes the use of the teacher center as a place where "thoughtful and constructive agitators" can raise questions about all facets of teaching--in this case, the teaching of writing. (Author/JM)

Describes an Arkansas Department of Education program that involves teachers and gives stability to otherwise short-lived school renewal programs. (JM)

Briefly describes a Nebraska program in which materials were developed through the cooperation of university professors, teachers, state department of education participants, Native Americans, and others. (JM)

Presents research that suggests how school administrators can have a significant impact on teacher motivation, especially by rewarding teacher performance. (Author/JM)

Briefly describes a research study that suggested that those factors contributing to teacher satisfaction are also, if absent, most often the cause for teacher dissatisfaction. (Author/JM)

Recounts changes in the responsibilities of states, school districts, and schools for curriculum development during the past 80 years. (MLF)

Curriculum over the last 20 years has systematically been divorced from subject matter. Four models are described that exemplify satisfying and successful working relationships between the scholarly community and curriculum planners. (Author/MLF)

A typology of the terms used in school system planning and evaluation is intended to eliminate inconsistent terminology. (MLF)

The educational design and development process begins with external considerations--the requirements, current and future, for individual and collective self-sufficiency in society. A model is presented. (Author/MLF)

Classroom instruction is aligned with grade level basic objectives and a yearly survey of these skills. Methods and resources that elementary school principals and teachers can use to teach essential skills are being developed. (Author/MLF)

The strengths and weaknesses of the fields of curriculum development and instructional development are discussed in a father-and-son letter exchange. (MLF)