Innovations in the English curriculum are more talked about than implemented. Curriculum changes, some with profound implications, are occurring; however, such changes affect only a few schools. Student dissatisfaction with current course offerings is increasing. (CK)

Argues that educational reform will fail unless the priorities of reformists and adolescents are rendered more harmonious. Discusses establishing a congenial tone in the classroom and giving students greater responsibility for curriculum choices. (EL)

Today's revolution in communications has made a shambles of the traditional English curriculum. Here is a nonprescriptive exegesis of what has happened. (Editor)

Stresses the need for new and diverse means for determining the social, political, and economic forces that shape the teaching of English. (HOD)

Discusses concerns about literature and composition in the English curriculum. Looks at the traditional place of literature in the curriculum since the 1960s. Discusses the increased emphasis on writing instruction and the need to include nonprint media in the curriculum. (SR)

There are four conditions essential to developing and maintaining sound English curricula in the secondary schools. The first condition is that society hold public school education in sufficient respect that education can attract teaching candidates who are emotionally mature and committed to high intellectual and technical standards. More than…

Two educators express their opinions on the relative merits of a traditional English curriculum v one that includes popular culture. (RL)

This special issue of "Council-Grams," the newsletter of the National Council of Teachers of English, reports responses to a September, 1972, questionnaire about the teaching of English sent to teachers and administrators of English and education in secondary schools, colleges, and universities. The questions included the following: What…

Those who, during the 1960s, predicted a trend toward the increased use of electronic media in English instruction did not foresee the incompatibility of the humanities graduates of publishing houses and the engineers and mathematicians of the electronics industries, or the resistance of teachers and administrators to instructional innovation.…

The author of the 1970 book of educational predictions "Deciding the Future" reexamines educators' expectations of the 1970s, comparing them with actual developments. He finds many prognostications fulfilled, and foresees continuing alterations in curriculum and policy that follow trends started in the l960s. (JG)