Outlines some roles that teachers and students can assume in using systems planning tools in a school setting. (Editor)

Describes how the Cascade Model for Classroom Discipline uses preventive, supportive, corrective, and adaptive techniques to build effective discipline. (HOD)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

Describes how students in Fort Wayne, Indiana, became involved in that community's efforts to recover from a flood. Explains how the tragedy provided great teaching moments for the schools, specifically the social studies classes. (FL)

Presents an overview of the problem of absenteeism, discusses the reasons for it, and offers procedures for promoting attendance. (FL)

Presents a short overview of individualization, stressing one method of achieving it; makes a statement about the importance of computers in society; and presents one element of computer study--computer literacy--using an individual approach to both teaching and learning. (FL)

Argues that (1) secondary school students can and should be involved in educational decision making, (2) the educational advantages of this involvement outweigh the disadvantages, and (3) the secondary school, as a social organization, provides a propitious setting in which to train students in the decision-making process. (FL)

Author has misgivings concerning the sudden thrust of individualized learning and suggests that a balanced approach between the traditional and innovative methods should prevail. (Editor)

Examines the assumptions, the roles of teacher and learner, the resources needed, the methods of evaluation, and the weaknesses of four categories of instruction--expository, demonstration, inquiry, and individualized--in order to determine which strategy is most appropriate for a given set of conditions. (MS)

Considered the blend of humanities and traditional curriculum as a necessary part of the school responsibility. (RK)

Describes the development and implementation of a mandatory training program for individuals wishing to substitute teach in a particular school system. Describes how this program tries to bring out into the open both the school system's and the prospective substitute teachers' assumptions about the role of the substitute, the classroom teacher,…

Describes a curriculum model designed to clarify some issues involved in individualized instruction. Its intent is to sort through the vast array of programs developed for individualization and to achieve a better understanding of the concept of individualized learning. Based on informal and formal approaches, the model contains: goals and…

Describes a comprehensive program of school-community communications in a New York State school district leading to community understanding and support for its educational programs. (AN)