The author explains how a humanistic curriculum can function as a component of systems in which learning outcomes are predicted, and in which students' and teachers' responsibilities are defined clearly. (GW)

An abridged version of the inaugural address delivered by Ms. Herzog on January 13, 1976. (SK)

Examines issues of rights and needs in interpersonal conflicts of couples of the same biological sex and sexual orientation. The right most frequently perceived as an issue was participation in decision making. The need most frequently perceived as an issue was power. Almost no conflicts were resolved through negotiation. (Author)

Games must be designed to meet childrens' different developmental needs and potentials. (JD)

Younger students stuck to the rule "go to the end of the line" in every situation tested, while older subjects made some justifications for retaking a place in line. (RL)

Explores the reactions of single persons and small groups-each in a room they had territorialized- and to compare these against the reactions of singles and small groups who were in a comparable room which they had not territorialized. (Author)

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

Describes the physical and emotional changes of adolescence and suggests ways teachers can help their students cope with these growing pains. (JMB)

Physical education programs for preschool and elementary school children should use equipment which can be modified to accommodate, or accommodate by their nature, differing developmental stages of the children. (MJB)

Article states: "It is important to develop selected criteria to utilize in the making of decisions in teaching and learning situations in the school setting." The author recommends and discusses several possible criteria. (Author/RW)

Samples of 1,005 high school juniors and 692 college juniors were assessed with measures of personality, decision-making ability, interests, and vocational attitude. Comparisons of undecided and decided students indicate they are alike on most measures, but substantial and significant differences were found for the Identity and Vocational Attitude…

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

The author discusses often invisible student differences that must be overcome within the vocational agriculture curriculum. These differences may be cognitive, physical, or social/emotional. He describes some techniques that teachers can use to help students compensate for their differences. (CH)

Forty-two undergraduates were tested to determine how scores on visual and verbal divergent thinking tests would be affected by instructions to use visual imagery and by individual differences in visual imagery ability. Results indicated that such instructions may interfere with test performance, but that individual differences did not influence…