Results indicated that Piagetian developmental level significantly predicted problem-solving performance, whereas level of field independence did not appear to clarify individual differences in a meaningful way. (Author)

The organization of a project on the topic of communications is detailed, and examples of some of the workcards used with the project are provided. Two open'' problems along with some student responses are also included. For the first article in this series, see Volume 1 Number 7 pp9-10, November 1972. (DT)

Believes that the principalship is the key position for facilitating change, this author provides practical suggestions for the principal as change-agent. (Editor)

It was concluded that developmental differences in focusing are related to developmental differences in reflection-impulsivity. (Author)

Report offers several working definitions of the process of critical thinking, then describes several ERIC documents dealing with ways of teaching critical thinking in general on the secondary level, and finally points to some aspects of learning about literature and language that involve critical thinking skills. (Author)

Examines the middle manager's job, what behavioral science may offer him, and the manner in which he can optimize its contribution while avoiding some of the problems associated with its use. (Editor)

This first part of a two part series describes the activity of the York County (Canada) Board of Education's Organization Development Unit, designed to provide assistance for individuals or groups so that they may improve their own effectiveness. (Author/JH)

Presents historical development on the construction of magic squares. Techniques presented for construction of even-numbered magic squares, and in particular the four-by-four magic square. (RP)

Results of the inservice workshop indicated that there was a decrease in routine and cognitive/memory verbal interaction while convergent and divergent thinking verbal interaction increased. Evaluative thinking verbal interaction remained stable. (Author)

Author proposes more freedom in all grades for pupils to exercise innate curiosity, make mistakes, help each other and experiment without constant evaluation. Teachers would become facilitators of self directed learning", participating (and making errors), suggesting ideas to put to practice and clarifying rather than judging from on high. (PD)

Author discusses the goals of open classroom" teaching, notes the contrast between traditional teaching methods and those of open education, while suggesting that those who believe in the new techniques start demonstrating to the public that chaos or abdication of the school's responsibility will not result. (PD)