Describes the process by which a small elementary system (Windsor, Connecticut) combined Individually Guided Instruction and open education. (Author)

Examines some alternative approaches to teaching science in the elementary school, and in particular compares the attributes of instructional approaches to those of experimental approaches. (JR)

Freedom (i.e. choice) within a predefined educational structure can be simply another form of constraint. This illusion of freedom serves predetermined social expectations; innovations like the open classroom exchange old methods of teaching social conformity for new ones. (JH)

Describes how some media centers and libraries are effectively using video cassettes to individualize learning. (TO)

Presents one example of an individualized and open social studies course wherein the class became a microcosm of the community and discusses the values of such an approach. (TO)

Attitudes of 250 university students enrolling in an individualized course in introductory statistics were measured at the beginning of the semester. Students withdrawing and students procrastinating with course work were found to have initial feelings of anonymity in mathematics courses and lesser interest in doing mathematics problems. (LS)

Author explains the advantages of the learning center concept applied to the classroom. (HB)

Research supported by the Dept. of French, University of Melbourne. (DD)

Sample plans for vocational office education programs are given. (MU)

Article points out the advantages of a modern two room school with 27 students. The teacher relates books, exercises, and techniques that have been the most helpful in this K-3 situation. (GB)

Discusses the alternative learning and teaching system, Individually Guided Education (IGE). (JF)

Provides a learning profile for evaluating student behavior so that teachers may use a tool to assist them in improving their student's academic performance. (RK)