There is a paucity of curriculum development research. Many people may consider curriculum development an art, not worthy of its own status as an area of research. Yet, in theory, empirical curriculum development—evaluating a curriculum as one develops it—can be a useful tool for drug abuse prevention efforts as well as in other contexts. The present article provides the rationale for an empirical curriculum development process. This article also provides pragmatic and research barriers against engaging in empirical curriculum development. Finally, programmatic and research implications are discussed.
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