The study examines selected characteristics of the innovator, the innovation, and the school system as related to attempts at educational innovation through ESEA Title III proposals in 1966 in Massachusetts. An attempt is made to identify those characteristics, associated with successful institutionalization, in the hope of indicating implications…

This unit is concerned with problems and strategies involved in achieving systemwide improvements within a school district rather than having such improvements occur only in a fraction of classrooms or schools. A person who completes this unit should be able to accomplish the following objectives: define diffusion within a school system and…

Though various adult and nonformal adult education programs have existed in Thailand over the last half-century, up to quite recently most of these remained second-class copies of the full-time formal school system. The new adult education programs concentrate on creating situations and raising issues relevant to the villagers' environment. The…

Describes and evaluates an environmental studies student teacher program, Project LEAP, (Learning Environment, Achievement, and Performance), which is designed to emphasize action learning through selected field experiences of an interdisciplinary nature. (Author/DB)

Problem children were to be assigned to a resource room--a non-graded, more intimate learning environment. The paper reports the difficulties encountered in asking parents to allow their children to be in the resource room. Parents had both social and personal reasons for their reluctance. (NG)

Discusses the philosophy and practice of science teacher education and probable areas for innovation. (MLH)

The inner-city school needs to be blitzed with high voltage talent and motivated professionals. A sprinkling here and there cannot possibly do the job. Tokenism, public relations, and educational fads have all been tried and all have failed. (Author/SJL)

Calls attention to objectives of educational policy in England and Wales for the 1980s. Education and training will concentrate on socialization of students to modern society; promotion of socially disadvantaged groups; and integration of general and vocational education. Curriculum policies and teacher training guidelines are discussed. (DB)

Discusses pedagogical reforms in French elementary and secondary schools since 1959. Major objectives of reforms were adaptation to economic and technological change and democratization. Identifies problems related to institutional obstacles, individual needs, and harmonizing social development and educational practice. (DB)

Discusses reform in the Swedish public school system since 1962. Reform efforts have centered around equality of opportunity and meeting individual needs. Topics discussed include experimental high schools, open classrooms, student motivation, individualized instruction, and social integration. (DB)

Reviews ideas, programs, and initiatives which presently characterize national and international environmental education. Discusses the international program which was developed as a result of United Nations meetings in Stockholm and Tbilisi, Soviet Union. (KC)

Evaluative information was collected about a history of mathematics project consisting of a play about Thales and an article about the history of conics. Methods included obtaining unstructured opinions of five experts, questionnaire responses from 39 teachers, and results of a test of affective and cognitive outcomes of 117 students. (CTM)

Described is an in-service training program for faculty of the Philadelphia College of Pharmacy and Science which was designed to help faculty members implement a new curriculum, focused on competency-based objectives. An overview of workshop activities and an assessment of the results are included. (JMD)

Describes the positive response to and the success of a course, called "Science in Action," that was offered to elementary school children on Saturdays, and took place in college laboratories of physical science and biology. (GA)

Maintains that traditional science education presents students with scientific facts to be memorized and then regurgitated on tests. In problem-posing science education the emphasis lies on understanding rather than on memorization; on attitudes and skills rather than on retained knowledge. Three sample lessons are given. (Author/BC)