Discusses the suggested undergraduate core curriculum of Harvard University. This core curriculum would present general education for students for one year. The students would be required to take two courses in each of four areas outside their field of concentration. (HM)

A description of the events occurring between the Congress and the Science Educational Directorate of the National Science Foundation from May 1975 to June 1977 are detailed. Issues facing a new director include: funding and budget problems, internal resentment and the proper federal role in curriculum development. (BT)

Describes a report of a conference on Mathematics for Native Americans. Explores the barriers obstructing entry of American Indians into math-related areas and careers in the natural sciences. Recommends changes in attitudes, curricular and teaching methods. Accords special attention to Indian culture and system of learning. (GA)

Makes the case that the traditional sequence of biology, chemistry, and physics in U.S. high schools may be at the root of poor student performance. Reviews integrated, inverted, and coordinated science teaching. (DDR)

Explains experiments now being conducted involving the use of advanced telecommunications techniques to deliver health care and medical education to populations where these commodities are scarce. (Author/GS)

The premedical and preclinical phases of the present scheme of medical education are described as wasteful of time and money, intellectually deficient, and in need of change. Suggestions are presented relating to establishing a national commission to reform the scheme. (Author/SA)

Discusses, analyzes, and provides anecdotes about the calculus reform movement, in general, and the experimental, undergraduate calculus classes at Duke University, in particular. (JJK)

Described is the proposed implementation of Scope, Sequence and Coordination into California and Houston schools. The rationale behind this project is discussed. The curriculum, arranged developmentally, merges different scientific subjects via discipline-bridging themes. (KR)

Discusses various issues related to science education reform in Great Britain. The principle concern is over the extent to which content of both courses/examinations provides children with skills/attitudes relevant to their needs in the modern world. Although all agree that changes are needed, reforms may prove elusive. (JN)

Discusses the role of urban universities in improving science/mathematics training in schools. Indicates that these universities must take the lead in curriculum revision, research emphasizing application of knowledge, forming arrangements with private economic enterprises, and in public service to accomplish this improvement. (JN)

Described are three science and mathematics educational reform programs--Project 2061; Scope, Sequence and Coordination; and NCTM Curriculum and Evaluation Standards. Discussed are the needs for educational reform and the steps that each program is taking. (KR)

Reports on efforts in France to reshape science education through a focus on primary and secondary education, higher education, and research and development. (DDR)