Describes the difficulties students have in learning to read textbooks togain information for content areas and notes ways in which the teacher should promote textbook readiness. Bibliography. (RW)

Inquiring into controversial issues in the classroom is increasingly important. Teachers meeting opposition might assess representation of the total community in the opposition, determine specific points of disagreement and de facto official support. Remedial and preventive course of action should be explored. (VW)

Participation in decision making, role playing, inquiry into community current events, and study of law and order in urban units facilitate learning concepts of law, order, conflict, and dissent. (VW)

The new uneasiness about what goes on in the Classroom is not dissatisfaction with the workings of the educational process; it reflects a loss of faith in the Western tradition. (Editor)

Discusses the college open admissions policy and the difficulties for those who enter without sufficient reading skills to do college work. Outlines the content, organization, and teaching approach of a developmental reading course for such students. (RW)

Major differences found were that inner-city teachers talked more about procedural activities, while advantaged teachers talked more about cognitive activities, and that advantaged students had twice as much student-initiated talk as disadvantaged. (RT)

A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)