Recommends The Christensen Rhetoric Program" but cautions against the fatigue factor and the correctness syndrome" in using it; describes poetry-writing exercises that the author has used successfully with students who have used Christensen materials. (Author/ RD)

Describes an after-school program of sports directed education in mathematics and spelling for minority group students, using minority group college students as coaches. (AN)

By integrating the interests of students with unusual approaches to subject matter mastery, education should see a new kind of co-learning take place between the student and the faculty. (Author)

Eight Different systems you can use to give your vocational-technical graphic arts students maximum lab instruction. (Editor)

Explains how the language of mathematics can be used in teaching boys who have negative attitudes toward learning the lnaguage arts. (SW)

A paper presented at Anglo-American Seminar on Teaching English to the Linguistically Deprived (Walsall, England, June 1968). ( Editor/RD)

Encourages California teachers to use "The Roberts English Series" as effectively as possible by implementing and modifying it to suit the needs of students; based on a speech given to California Reading Association (Fresno, California, November 2, 1968). (SW)

Suggests that, according to a study of children's responses to verbal and symbolic rewards, the nature of prior experience with rewards and reward contingency may affect the relative salience of information and controlling properties, thereby enhancing or undermining intrinsic motivation. (Author/MP)

Piaget's theory of cognitive motivation is examined. Other Piagetian theories are also explored: the distinction between figurative and operative aspects of knowledge, and passivity versus activity. A limited set of implications of Piaget's theory and description of intellectual development for methods of active education are discussed. (CT)

This study attempts to define dropouts, focus on the reasons for dropping out, and suggest some ways to overcome perceived barriers to participation in adult literacy programs. (SK)

A list of truisms concerning adult learning are listed and explained. They cover the areas of (1) motivation to learn, (2) curriculum design, and (3) classroom experience. Also included is an annotated list of resources on adult learning. (CT)