Behavioral objectives and appropriate activities are presented as focal points for a resource unit in the basic business class on the energy crisis. Teacher and student aids are also listed. (SC)

Five components of learning motivation delineated are: (1) expectations of positive affective change; (2) self concept; (3) goal setting; (4) knowledge of steps instrumental to learning; and (5) self evaluation. Cultural differences on these components are also discussed. (RP)

Purpose of research was to examine the contribution that expectancy to teach could make as a possible incentive for meaningful verbal (school) learning. (Author)

The author explores the question, Would children learn to read as early as they learn to talk if we let them?'' (Author/SJ)

Overall, subjects performed significantly better on items which corresponded to the objectives they had been provided; subjects had previous experience using instructional objectives. (Author/SP)

Sexual items on a pre-post vocabulary test of little known words in college level abnormal psychology produced the greatest evidence of learning; word associations and no aid'' conditions were used in comparison. (Editor)

Discusses several creative ways of improving learning and motivation. (GB)

School and classroom facilities should be flexible in design in order to encourage creativity and autonomous learning. Facility designs and their implications are discussed. (MF)

Today's need is for self-renewing institutions that are constantly experimenting and changing in an effort to meet the need of learners. (Author)

It appears that interlibrary loan might be a feasible and practical way for secondary school libraries to increase the quantity and diversity of resources for independent study beyond those now available in each school. (2 references) (Author)

The author examines the two sets of conditions associated with human motivation: internal conditions and the outer demands. These demands are then discussed according to interrelationships among them along with some notions about how motives change. (Author)

Includes a 23-item bibliography. (JES)

Defines the concept of the learning contract, describes its purposes, and offers a rationale for its use. Typical components and how they might be negotiated are discussed as well as contract implementation and some advantages and cautions to be considered when using this approach. A checklist and 12 references are included. (MBR)