Changing objectives of vocational education call for changes in the agricultural education curriculum Grade K through Grade 12 if the programs are to prevail. (MU)

Educational technology properly understood and used can free the teacher from being a collector-dispenser of data and manager of records. (Editor)

Speech delivered at the Annual Meeting of the South Central Modern Language Association on October 30, 1970 in Memphis, Tennessee. (DS)

The concluding article for SO 500 407, details a sample curriculum which seeks to make historical studies relevant to students' lives and to cultivate skilled amateur historians who know how to ask and answer historical questions, and whose understanding of history will make them more effective persons and citizens. (Author/MB)

Examines, with power and warmth, the obiligations and achievements of social studies in meeting the moral, life-or-death crisis in which we are all involved. (JB)

Discusses a rationale for teaching about Africa and an interpretation of appropriate inquiry techniques. (DB)

An interview with the director of a new elementary project, Technology for Children," which has a foot in both industrial arts and New Jersey's occupational orientation programs. (Editor)

A comprehensive rural "agribusiness industry" curriculum might include: (1) The World of Work (Grade 7 or 8), (2) Vocational Orientation (Grade 9), (3) Basic Agriculture and Industry (Grade 10), (4) Specialized Agribusiness Industry (Grade 11), and (5) Advanced Agribusiness Industry (Grade 12). (DM)

The following report appears as the introduction to a privately funded educational history study recently completed by a group of American historians, educators, and legislators. (Editor)

This article is based on a year-long study which centered on actual practices of individualization of instruction. Along with the various program thrusts identified in the study, factors which tend to facilitate or inhibit individualization are also revealed. (Editor)