An individualized instruction program in mathematics for elementary school students is described. Classroom organization, the role of the teacher, administrative organization, and instructional materials are discussed. (DT)

The organization and rationale for elective mini-unit courses as a supplement to the traditional junior high mathematics program is described; a list of possible topics is included. (DT)

Changes in mathematical achievement, attitudes towards mathematics, and test anxiety were measured after instituting a classroom management plan. The plan emphasized the use of behavioral objectives during an initial teaching phase and intraclass grouping on the basis of achievement for a second teaching phase. (JG)

Outlines a nine-step planning model for teachers to follow in order to introduce computer-based education activities in their classrooms. (MP)

How to use traditional techniques to "mainstream" gifted children in a heterogeneous classroom, while meeting their individual needs through differentiated curriculum and voluntary activities. (Editor/SJL)

Proposes a paradigm, built around such parameters as teacher-preferences for teaching strategies that are teacher-centered with cognitive objectives and strategies that are student-centered with affective objectives, predicting the quantity-quality aspects of "openness." By trial and error, teachers develop managerial skills compatible with…

Through a literature search and survey of 79 schools, the authors gathered answers to these questions about middle school reading programs: What practices are recommended by reading specialists? Are programs developmental and/or remedial? How do programs function in terms of participants, staffing, specialized remedial facilities, instructional…

From the research literature, the authors draw specific guidelines for the high school teacher on creating a productive classroom environment and preventing discipline problems. Four approaches to behavior management (modification) are also outlined. (SJL)

Three articles discuss programs for primary and elementary special education students in a resource room and in mainstreamed settings. The final article discusses a positive approach to dealing with namecalling in the mainstreamed setting. (CL)

The author, Deputy Head of Chalk Dell Infant School in Hertford, England, reviews research on the effects of class size and analyzes her own experience with a class of 33 and a class of 23 students. (Editor/SJL)

This article describes a method for writing instruction in which small groups of students meet to read and evaluate each other's writing. A five-day schedule for this "writing family" activity is outlined. (SJL)

The author discusses the utilization of small group teaching strategies which offer a unique opportunity to sensitize students to group skills. He believes that small groups provide an environment where the maximum number of students can learn through practice. (Author/KC)

This article describes techniques for organizing curriculum in a one-teacher rural elementary school. Flexibility in grouping and teaching strategies, thematic approaches, and independent learning activities are emphasized. (SJL)

Provides practical advice for the teacher on helping the visually impaired child succeed in the regular classroom. Includes consideration of classroom and materials, adaptations, special subjects, such as physical education, and interpersonal issues. (SJL)