Conflict is seen between the intended use strategies of the new'' social studies projects and present systems in classroom and school practice at present, including schedules, self instruction, large group lectures, lab situations, etc. (JB)

Discusses different curriculum designs and reforms. (RK)

A study designed to test the teachability of new textbook material used small group discussions and daily quizzes as procedures in classroom organization; results showed that students gained significantly in mathematical knowledge. (DT)

In this feature section are articles on the various programs found within business education. (JS)

Discusses a program started in Duluth, Minnesota, in which parents have the option of selecting the kind of education they want for their children and in which both parents and students contract for achieving a desired educational step in a specified period of time. (DN)

Describes a course based on three levels of student performance (achievement, rationalization, creative). Students work on the achievement level at their own rates with lectures available, but not mandatory. Laboratory exercises are required. Grading is dependent on the amount of fulfillment of all three levels. Year-end assessment was determined…

An interdisciplinary course taught by a team of biology and social studies teachers in high school motivated students to work on various scientific and social problems. The course and the student's projects attracted considerable public attention and support. (PS)

Article discusses the best way to build a background of familiarity and an attitude of readiness for science learning. (Author/RK)

Report of a conference held December 2, 1972 at University College, London, England. (DS)

Part 1 appeared in numbers 18-19, 1972. (DS)

A content taxonomy for elementary school mathematics is presented. Some group and individualized procedures for diagnostic-prescriptive teaching are suggested. Sample lessons from a case study are presented based on the previously presented sections. (LS)

Many teachers may hold that they are acting in accord with accepted beliefs regarding personalization. Yet the hidden effects of such individualization may conflict with other beliefs the teachers hold. (Author)

Problems in constructing and revising mathematical workcards are discussed, with four sample workcards included. The Fife Mathematics Project, incorporating workcards and other instructional techniques, is described. (DT)