Tape recorded instructions combined with concrete materials were used to teach basic mathematics and shape concepts to a total of 42 mentally handicapped slow learners (8-to 15-years-old) in a 3 special British schools. (LH)

English-for-employment classes are being held at The College of DuPage, Illinois, for Cambodian and Vietnamese refugees. Basic vocabulary and communicating skills are taught with emphasis on terms used in the workplace. Teaching methods and employment objectives are discussed. (LH)

This is a brief inquiry into what happens to students and how well they respond to one of the more popular techniques for political education. (Author)

The unique aspects of deafness examined in this paper include the characteristics of the deaf population, communication skills, and sensitivity to the minority status of deaf people. Content in each of these areas is reviewed as an illustration of speciality material in a generalist curriculum in social work. (Editor/PG)

Discusses the second post-Brown decade, with changes that the period 1964-1974 worked in federal antidiscrimination laws - in extending their reach, in devising new techniques to enforce them, and in interpreting the obligations they impose. (Author/PG)

Examines four publications meant for intermediate or even advanced learners of English: first, two handbooks of commercial correspondence, then, two methods designed to develop the four basic language skills. (Author/PMP)

A faculty tutor reports his experiences while working on a one-to-one basis in the Reading, Writing, and Study Skills Center at Staten Island Community College. (RB)

Reviewing the advantages and many disadvantages of conventional grading systems, the article discusses pass/fail grading, suggests the contract system as a solution, and describes a sample contract for a beginning high school child development class. (MW)

The article discusses the results of a study of the degree of individualized instruction available in five categories: student pacing, pretesting, remedial materials, optional units, and personalized instruction. (BP)

Effective and ineffective teachers were identified by administrative personnel. These teachers were given paper and pencil tests which were compared on 19 variables. Their classrooms were systematically observed using the Pupil Involvement Inventory. Several significant differences between the two groups are reported. (SD)

Students in grades four through six chose the mathematics "miniunits" on which they worked in order to achieve objectives; within each unit they chose activities to complete. Student attitudes and achievement were both high. (SD)

Various ways to investigate square shapes are suggested. Ways are explored to color and cut squares, arrange them in pentominoes, cut them in half, and arrange six of them that can be folded into a box. (KM)

The article suggests ways teachers can minimize the possibility of hurting students and contribute to their emotional development. (JS)