Discusses the report of the California Commission for the Reform of Intermediate and Secondary Education (RISE) and the preliminary plan of the implementation committee. (IRT)

Concludes that the logical outcome of a person-oriented curriculum position leads to a re-definition of the function of the school in the society. The schools are seen to be the only potentially controllable agency for humanization left in society. (Author/AM)

Provides solutions to the problems of recording the progress of individuals and providing a comprehensive report to the parent. Poses problems on microscope projection, electronic components in junior science, and innovative science projects throughout Australia. (GS)

The article describes and illustrates the procedure for developing a job operation sheet for use in agricultural mechanics instruction; the sheet serves as an outline for a student-oriented programed type of learning device, taking the learner through the processes of accomplishing the job in a logical and efficient manner. (Author/AJ)

Some characteristics affecting learning which vary with the individual are discussed. A rationale for individualized instruction is explained, as is its implementation through use of learning activity packages. (RM)

Mainstreaming is taking the disadvantaged or handicapped into regular programs and developing an instructional system that will meet their needs. (Author)

The article discusses the results of a study of the degree of individualized instruction available in five categories: student pacing, pretesting, remedial materials, optional units, and personalized instruction. (BP)

Students in grades four through six chose the mathematics "miniunits" on which they worked in order to achieve objectives; within each unit they chose activities to complete. Student attitudes and achievement were both high. (SD)

The level of assigned reading in textbooks is compared with the measured reading ability of pupils in the elementary grades 1-5. Results identify problem areas in the implementation of individualized instruction. (CS)

The use of cassette tapes and learning stations allowed a group of youngsters, ranging in age from 7-11, whose reading levels ranged from preprimer to over sixth grade, to advance individually and at their own pace. Preliminary exercises are described as well as the topics on each of six tapes used. (EB)

Describes a program for teaching science, in inner city Chicago, organized around modules or minicourses geared to nonacademic students. The individualized instruction of this alternative approach helped overcome student absenteeism as well as achievement level differences. (BR)

Describes an individualized multi-activity, lab-oriented science course designed for the junior high that remedies the problem of equipment and material shortage as well as providing maximum student and teacher involvement. (BR)