The organization, implementation, and evaluation of a self-paced calculus course is discussed. (DT)

This volume is a synthesis of interviews conducted with 48 teachers who are infusing their large classes (over 100 students) with small-group activities or are working explicitly to create student communities within large classes. The chapters are: chapter 1, "The Argument for Making Large Classes Seem Small" (James L. Cooper and Pamela…

This presentation provides a rationale for the use of activity centers in public school classrooms as well as specific strategies to adopt or to adapt to achieve the best teaching results. (Author)

Presents a dynamic class management model for writing instruction, which can be modified over the school year to meet students' changing instructional needs. (SJL)

This article describes typical activities in a Gifted Bilingual Class, part of the state-funded Union City (New Jersey) Bilingual Program for students who are academically gifted in their native language, but limited in English proficiency. Some student identification and instructional procedures are noted. (SJL)

Offers categories, such as management of class time and use of practice and play, which can be used in observing the instructional performance of physical education teachers. A rating form is included. (SJL)

Describes a year-long, technically-oriented photography/film course developed by the authors for the Newton (Massachusetts) Public Schools. Lists some of the program's objectives, discusses problems of working with chemicals and providing darkroom space, and emphasizes the program's motivational effects. (SJL)

The author describes how he has integrated a TRS-80 microcomputer into his second-grade classroom as a tutor, an enrichment resource, and a recordkeeping tool. He outlines some of the benefits this microcomputer has brought to his students and himself. (SJL)

Describes a filing system used to get students to turn assignments in on time. Folders are kept for each student listing class assignments, whether the students had done the assignments, their grades, and their attendance records. As the files were accessible to the students, responsibility was placed directly on them. (PJM)

The author outlines a process, suitable to any grade level or subject, for forming small instructional groups for mastery learning. (SJL)

Describes research testing the hypothesis that complex technologies (or teaching methods) generate more complex organizational structures. Uses two sets of longitudinal data from San Francisco elementary schools. (CK)

Focuses on different kinds of school and classroom organization for teaching reading at the preschool and primary levels. (AEA)