The management of competency-based vocational education curriculum in the classroom is first described by following one student's progress through the system. Then helpful hints on monitoring, planning, and organizational procedures are suggested for good management. (BM)

Presents eleven basic characteristics of individualized educational programs. Some of these characteristics are as follows: an active student learning process, rate-tailoring, use of a variety of instructional media, competency-based curriculum, and feedback and evaluation on a regular basis. (BM)

An overview and philosophical discussion of the current use of instructional technology in naval training. This essay focuses on the process of instructional development and establishes a parallel between the concepts of instructional systems development and general management theory. (VT)

The author discusses the incorporation of a sliding grade level into computer-assisted instruction programs that generate several types of problems. Programming examples are provided. (MN)

Describes modifications of the Learning Environment Inventory (LEI) instrument for measuring classroom climate to make it suitable for individualized junior high school classrooms. Reports validation data from a sample of seventh graders. (SL)

The author discusses the aims, outline, and evaluation of an existing self-paced ungraded mathematics program for grades eight, nine, and ten. (MN)

Describes the materials, scheduling, testing, classroom activities, and teaching assistantships in a flexible two-semester program. Student attitudes and attrition are also discussed. (DB)

Depicts the methodology, textbooks, rationale, and monetary aspects of French instruction in New York from 1735 to roughly 1780. (DB)

A consultant in business education presents his system for developing strategies of individualized instruction in using commercial materials designed for group instruction. To illustrate the process he includes seven figures of pages from an accounting text, with marginal notes to direct the student to an individualized supplement. (MF)

A description of an individualized method of vocabulary learning developed for third year French students. Each student worked up his own set of flash cards from a recommended list of words. Words were learned in context and frequent quizzes were given. Results seemed favorable and students were enthusiastic. (AMH)

Suggestions on how to apply mastery learning concepts to instructing high-risk college students are offered with examples from mathematics provided. Eighty-five specific guidelines from the Personalized Systematic Instruction Inventory (PSII) are included.

Children's learning preferences sometimes appear to be unique and specific to their cultural groups. (MM)

To the extent to which Connecticut is representative of other states, it can be concluded that the discrepancy between legislative enactment of Public Law 94-142 and organizational implementation may not be of extended duration. (Author/IRT)

In reference to P. Newcomer's article (EC 100 217) on diagnostic-remedial model limitations and the teacher consultant role, the author emphasizes the regular teacher's role in prevention of academic failure and discusses three alternatives to standardized tests: developmental guidance, sensitive observation of the reading process, and individual…