Based upon a paper at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28, 1969). (SW)

Several Washington, D. C. experimental schools broadened the classrooms to encompass the outside world. (AJ)

Includes a descriptive list of recommended, readily-available simulation games for classroom use, including publishers' addresses; appears as Part I of a two-part supplement on simulation games. (Editor/RD)

For a related document, see H. Ned Seelyehs "Performance Objectives for Teaching Cultural Concepts," in this issue of "Foreign Language Annals." (DS)

Explains the need for a student-centered curriculum. (SW)

Highlights from research on electronic learning indicate that computers can improve learning, motivate children, and increase socialization among children. Computer software will continue to be developed in ways that will help students learn. (MLF)

Advocates motivating chemistry students while maintaining high academic standards. The curriculum, materials, and motivation techniques used are discussed. The latter includes presenting magic shows to elementary students, decorating rooms, celebrating chemists' birthdays, performing unusual/exciting demonstrations, and others. (JM)

The effects of students' sense of self-determination as a motivational force in art learning were investigated. Several hundred sixth graders participated in the study. All four outcome measures revealed differences favoring the student-choice condition. Both achievement and attitudes are improved when students' sense of self-determination is…

Explored the relationships between students' (N=305) reasons for enrolling in college as measured by the Educational Participation Scale and their vocational and educational preferences as measured by the Vocational Preference Inventory. Results suggested relationships may exist between students' educational and vocational preferences and…

An entering university class (N=2,391) was observed across five semesters to study differences in motivational factors (adjusted for differences in talent) between students who declared majors and those who did not. Results indicated that the longer a student waited to declare a major, the lower were the motivation indicators. (Author)

Ohliger debates the issues raised by Smith (CE 511 136), taking the view that mandatory continuing education is an unacceptable method of ensuring professional quality because it is inherently contradictory to the definition of professionalism, and its effectiveness has not been demonstrated convincingly. (SK)

Research on factors affecting the aging learner, including intelligence, memory, motivation, loss of speed, and physical health is reviewed, refuting the belief that learning ability declines with age. Strategies and techniques for the education of older adults are recommended. (SK)