Nine generalizations are made about what takes place in smaller elementary and secondary school classes (those with 25 students or less). The generalizations are based on findings from nearly 60 studies. (RC)

Emphasizes the beneficial application of tools developed as a result of the space program in communications and education. Explains the use of a communication satelite, the ATS-6, in telemedicine and individualized instruction. (GS)

In an effort to make large-group instruction more effective, a modification of the Keller Plan (Personalized System of Instruction) has been introduced in two introductory, interdisciplinary, social science courses at Cuyahoga Community College (Cleveland, Ohio). (NHM)

An approach to precalculus mathematics allows students to pace themselves through the material. The approach is evaluated in terms of student performance, cost effectiveness and affective criteria. (SD)

Identifies practices being incorporated in schools under the guise of increasing accountability. (CP)

At the Ohio State University a precalculus course with a very large enrollment was individualized by using a combination of televised lectures, small recitation sections, flexible testing procedures, variable course credit, and other innovative procedures. (SD)

Three components of instruction and withdrawal rates are compared between a traditional lecture and a Personalized Systems of Instruction (PSI) course. The results indicate a more favorable response to the PSI course. (DE)

Discusses research on reading and mathematics in two first year classes in a working class district, in which one class was taught using the mastery learning approach, whereas the other class was taught in the traditional manner; mastery learning attempts to help every child attain operationally defined objectives. (JM)

Students in a high school biology course were assigned to an audio-tutorial instruction group or a group classroom situation for a three-week instructional unit. For each group scores on a unit test were correlated with scores on standardized tests. (SD)

Presents a dialogue between James R. Halvorsen and Brian P. Miller, in which they discuss similarities between Individually Guided Education (IGE) and community education and explore areas of possible areas of possible mutual development between IGE and community education. (JG)

Changes toward a more egalitarian teacher-student relationship are discussed, including elimination of the academic caste system, increased faculty encouragement of student autonomy, reconstruction of fieldwork experiences, increased student involvement in school administration, and individual instruction based on contract. (Editor/PG)