Knowledge of organizational behavior, characteristics of key actors, and conditions for capturing innovations are seen as critical in developing a strategy for the institutionalization of experiental learning. The possibility of significant change is a measure of the stability or instability of the system. (MLW)

Full institutionalization of experiential learning programs remains a major challenge for educators. Their reasons for resistance to change and strategies for overcoming it are discussed. A checklist for change agents is provided. (MLW)

Discusses the use of microcomputers at a middle school in Wayland, Mass., including activities in the computer room and formal computer instruction in grade six. Also discusses rationale for approaches taken, such as working with a variety of microcomputers and computer use in different subject areas. (JN)

Discusses the impact of microcomputer use on curriculum and instruction in the Hinsdale school district in Illinois during the first year of use. Data from teachers and administrators were gathered by means of questionnaires and interviews. (JJD)

Life history data of educators should be analyzed for research purposes. The focus should be changed from an obsession with specific events and statistical data to a much broader historical sweep. Life history investigations set against the background of teaching patterns should provide an antidote to depersonalized accounts of schooling. (JN)

Discusses advantages of offering telecourses at the college level and offers suggestions to make the courses first-rate educational offerings and first-rate learning experiences for students. (Author/JN)

A distinction between the student movement and the counterculture is made. Many of the educational innovations endorsed by the student movement in the 1960s are seen as having survived while the sociopolitical experimentation promoted by the counterculture has failed. Examples of innovations are provided. (MLW)

Describes how Wayland (Massachusetts) High School implemented the Trump Plan for team teaching in the early 1960s and how the school gradually abandoned the program because of staff turnover, teacher dissatisfaction, lack of administrative support, and loss of funds. (RW)

Describes research which studied two second-grade teachers' perceptions of a change in curriculum. They were told by a central authority to teach their social studies courses using a new multimedia resource kit. Direct observation and formal interviews were used to examine the teachers' personal beliefs, attitudes, and values. (RM)

Discusses future directions in undergraduate psychology curricula. The author advocates the immediate need to define the field of psychology more clearly to increase its relevance. Innovative educational approaches are needed. (AM)

Describes six alternatives to the one-year chronological survey course on world history in secondary grades. The alternatives are topical or thematic courses, conceptual or generalization-centered courses, world regions or world cultures courses, problems approach courses, case study courses, and depth studies or patch-work courses. (RM)

The second in a series of three, this article reviews some major educational priorities currently being pursued by development agencies, and examines some of the ambivalent perceptions about agency activities in recipient nations. Improved programs in teacher training in developing countries are recommended. Ten references are listed. (MER)

Describes the basic components of the videotex family to which Telidon belongs, and identifies specific features of Telidon and the educational functions it can serve. Reviews of current experiments using this technology and speculations on videotex's impact on society are given. A 6-item bibliography is provided. (Author/MER)