By combining interactive learning with active learning, untrained teachers and peer tutors obtain results equal to what trained teachers achieve. Some examples are given based on a successful project in the Philippines and an evolving project in Liberia. (Author/JEG)

Data suggests low-level college algebra students profit more from student pacing in a Personalized System of Instruction course and more advanced algebra students benefit from the extra pressure of instructor pacing. (MP)

Discusses the creation of alternative individualized curriculum and instruction environments and practices in schools and classrooms. Focuses upon: a) defining individualized curriculum and instruction, b) a conceptual model for individualized instruction, and c) a presentation of what can be individualized. (Author/RK)

Explores some cultural implications of education and analyzes and presents positive points of an instructional technique (individualizing instruction) which may serve to counteract the problem. (Author/RK)

Describes a systematic approach for determining how much energy teachers will use in record keeping tasks associated with individualized instruction systems. Evaluates the information benefits that are important enough to warrant investment of teacher record keeping time. (Author/RK)

Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)

Argues that the key to a successful individualized program lies in the teacher's attitude toward each student. Discusses some characteristics of good and bad individualized programs. (Author/JG)

Interviews Denny Chopin-Napper, a kindergarten and first-grade teacher of students with developmental disabilities. Notes that adaptation is a big part of her teaching approach, which varies instruction to suit students' individual needs. Discusses her classroom, how she teaches literacy skills, and the place of technology in her teaching. (PM)

Focuses on the need to reevaluate the teaching of grammar and mechanics. Examines how to create a meaningful, practical system for teachers and students. Defines "glossing" as a method whereby the student corrects an error identified by the teacher and then states the grammatical rule that applies. Notes that this process allows teachers…

The review of the literature on the use of room management (RM) procedures with severely disabled students concluded that RM may be an effective strategy for delivering individual instruction while maintaining high levels of group engagement in other students. RM can reduce problem behaviors and be maintained through positive monitoring and…

The coordinator of gifted child education in 200 preprimary, primary, and high schools in South Africa describes parameters of giftedness and the four area enrichment model which offers a continuum of services from enrichment in the regular class to team development of special programing for the potential genius. (DB)

Discusses three trends in remedial instruction that merit the attention of clinicians and teachers including: individualized instruction based on individualized diagnosis, effective teacher questioning during prereading activities to establish purpose, and interactive computer assisted instruction which provides immediate feedback. (RS)

This study examined learning styles in 137 high ability fourth-grade students. All students were administered two learning styles inventories. Characteristics of students with the following learning styles are summarized: auditory language, visual language, auditory numerical, visual numerical, tactile concrete, individual learning, group…

Includes three articles: "Planning Curriculum for Entrepreneurship Education" (Noll); "Individualizing Entrepreneurship Instruction" (Herbert); and "Teaching Interpersonal Skills in Entrepreneurship" (Stull, LaBonty). (SK)