Four recent journal articles and one meeting paper on teacher involvement in curriculum development are summarized in this research bulletin. Contents include "Motivating Teacher Involvement in Professional Growth Activities," by Ruth Wright; "Teacher Participation in Curriculum Development: What Status Does It Have?" by Jean Young; "The Locus of Curriculum Decision Making and Teachers' Perceptions of Their Own Attitudes and Behaviors Toward Curriculum Planning," by Richard Kimpston and Douglas Anderson; "The Supportiveness of the Principal in School-based Curriculum Development," by Laurie Brady; and "Curriculum Change from the Grass Roots," by David Martin and Philip Saif. Ruth Wright concludes that the most powerful motivators for teachers are intrinsic rather than extrinsic; seeing the results of their input is a significant reward. Jean Young also found that teachers involved in their own schools' curriculum plans were the most committed. That teachers are more responsive to district-level curriculum decision-making is the conclusion of the Kimpston and Anderson study. Other factors for successful teacher-influenced curriculum development include preparation for a long-term process and the vital importance of principal support, factors identified by Martin and Saif, and Brady, respectively. (LMI)