In materials for educators working with children from ages 10-15, Farquhar Middle School served as a shooting location for 6 filmstrips on How To Manage an Individualized Program." Filmstrips were made by the Institute for the Development of Educational Activities (IDEA). (Editor)

This article describes the development and contemporary growth of Montessori preschools, analyzes the positive and negative contributions of the method, and assesses implications of the movement for public education. (JH)

Article deals with the teachers' problems in teaching in an open classroom, stressing the fact that teachers presently are not trained to teach this way. (ML)

"Concerned with the spiraling problems of technology and its impact on instruction, the American Association of School Administrators (AASA) two years ago created the Committee on Technology and Instruction. Since that time the Committee has been active in investigating a number of areas relevant to the impact of technology on the public schools. …

The Exemplary Individualized Learning Center at a small Idaho junior and senior high school serves as the basis for discussing the problem of integrating new technology into rural education. (LS)

Stresses that the teacher is the most important instructional component in effective individualized instruction. (SB)

Views the current upsurge of nontraditionalism as a reaction to the loss of individuality in political, social, economic, and even religious areas. Examines the flaws and dangers that lie hidden in a nontraditional movement, particularly in the field of education, and finds that flexibility and individualized learning are some of its positive…

The teacher's role changes from a presenter of content to a diagnostician of learning experiences in individualized instruction. Common objections to the use of individualized instruction are discussed with reasons to overcome each objection. (Author/TS)

With the present knowledge about how the need for achievement is learned and how it operates, it is possible to design technical courses to stimulate this motive in engineering students and to develop desirable engineering action strategies for a wide variety of content. A sample application is presented. (Author/TS)