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The Curriculum: Theoretical Dimensions | |
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Curriculum and Instruction Defined | |
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Conceptions of Curriculum | |
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Relationships Between Curriculum and Instruction | |
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Curriculum as a Discipline | |
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Curriculum Specialists | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Website | |
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Endnotes | |
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Principles Of Curriculum Development | |
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Clarification of Terms | |
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Types of Curriculum Developers | |
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Sources of Curriculum Principles | |
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Types of Principles | |
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Ten Axioms | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Website | |
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Endnotes | |
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Curriculum Development: Role of School Personnel | |
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Currriculam Planning: A Multilevel, Multisector Process | |
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Illustrations of Curriculum Decisions | |
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Levels of Planning | |
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Sectors of Planning | |
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Curriculum Efforts at the Various Levels | |
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Sectors Beyond the State | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Organizations | |
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Websites | |
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Endnotes | |
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Currriculam Planning: The Human Dimension | |
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The School as a Unique Blend | |
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The Cast of Players | |
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The Curriculum Leader and Group Process | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Endnotes | |
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Curriculum Development: Components of the Process | |
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Models For Curriculum Development | |
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Selecting Models | |
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Models of Curriculum Development | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Endnotes | |
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Philosophy and Aims of Education | |
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Using the Proposed Model | |
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Aims of Education | |
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Philosophies of Education | |
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Formulating a Philosophy | |
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Examples of Educational Philosophies | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Multimedia | |
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Endnotes | |
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Data-Driven Decision Making | |
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Our Ever-Changing World | |
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Categories of Needs | |
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A Classification Scheme | |
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Needs of Students: Levels | |
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Needs of Students: Types | |
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Needs of Society: Levels | |
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Needs of Society: Types | |
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Needs Derived from the Subject Matter | |
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Conducting a Needs Assessment | |
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Steps in the Needs Assessment Process | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Endnotes | |
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Curriculam Goals, Objectives, and Products | |
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Hierarchy of Outcomes | |
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Defining Goals and Objectives | |
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Locus of Curriculum Goals and Objectives | |
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State Curriculum Goals | |
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School-District Curriculum Goals | |
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Individual School Curriculum Goals and Objectives | |
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Constructing Statements of Curriculum Goals | |
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Constructing Statements of Curriculum Objectives | |
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Validating and Determining Priority of Goals and Objectives | |
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Tangible Products | |
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Curriculum Guides, Courses of Study, and Syllabi | |
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Resource Unit | |
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Sources of Curriculum Materials | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Multimedia | |
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Endnotes | |
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Organizing and Implementing The Curriculam | |
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Necessary Decisions | |
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K-12 Systems, Structures, Programs, and Practices | |
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The Elementary School | |
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The Schools for Young Adolescents | |
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The Senior High School | |
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Concurrent Programs and Practices | |
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The Call to Reform | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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ASCD Smartbrief | |
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Journalsl/Newpapers | |
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Reports | |
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Websites | |
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Multimedia | |
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Endnotes | |
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Instructional Goals and Objectives | |
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Planning for Instruction | |
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Instructional Goals and Objectives Defined | |
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The Use of Behavioral Objectives | |
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Guidelines for Preparing Instructional Goals and Objectives | |
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Classification Systems | |
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Rules for Writing | |
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Validating and Determining Priority of Instructional Goals and Objectives | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Website | |
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Multimedia265 | |
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Endnotes | |
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Selecting and Implementing Strategies of Instruction | |
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Deciding on Instructional Strategies | |
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Sources of Strategies | |
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Styles of Teaching | |
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Styles of Learning | |
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Models of Teaching | |
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Teaching Skills | |
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Teaching: Art or Science? | |
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Organizing for Instruction | |
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Presentation of Instruction | |
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Individualized Versus Group Instruction | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Multimedia | |
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Podcast | |
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Endnotes | |
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Evaluevating Instruction | |
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Assessing Instruction | |
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An Era of Assessment | |
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Stages of Planning for Evaluation | |
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Norm-Referenced Measurement and Criterion-Referenced Measurement | |
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Evaluation in Three Domains | |
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Performance-Based Assessment | |
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Assessment Initiatives from Beyond the Classroom | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Action Tool | |
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Professional | |
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Inquiry Kits | |
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Websites | |
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Multimedia | |
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Endnotes | |
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Evaluvating the Curricullam | |
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Purposes and Problems of Curriculum Evaluation | |
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Delimiting Evaluation | |
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Evaluation Models | |
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Eight Concepts of Curriculum Construction | |
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Comprehensive Model | |
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The Curriculum Model with Types of Evaluation | |
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Standards for Evaluation | |
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Summary | |
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Questions for Discussion | |
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Exercises | |
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Websites | |
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Multimedia | |
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Endnotes | |
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Curriculum Development: Technology in Curriculum and Instruction | |
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Digital Curriculam | |
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New Opportunities | |
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Changing World | |
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Current Trends | |
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Computer-Based Assessments | |
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Another Forum | |
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Digital Citizenship | |
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Summary | |
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Questions For Discussion | |
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Exercises | |
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Websites | |
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Online Resources | |
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Endnotes | |
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Curriculum Development: Issues in Curriculum Development | |
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Current Curriculum Issues | |
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Current Curriculum Issues | |
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Improvements Needed for Curriculum Reform | |
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Summary | |
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Questions For Discussion | |
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Exercises | |
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Endnotes | |
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Appendix Resources for Further Research | |
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Bibliography | |
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Credits | |
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Name Index | |
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Subject Index | |