Describes an individualized instruction physics program. Characteristic features of program include topics relevant to students and study in an area' rather than a strict subject discipline. (PS)

Author presents a representative sampling of worthwhile materials that are available and which were chosen to show variations in the tools used in environmental education programs. (Author/CB)

A course is developed for students who may not major in chemistry or science in college, and may not even go to college. Presentation is based on key topics with the inclusion of objectives. (DF)

A method of utilizing a basic audio-tape format within a supervised self-instructional learning center was developed to provide students with the individualized approach to learning in courses with large student enrollments. (DF)

Procedures being used in an individualized approach to college mathematics instruction are described. Advantages and disadvantages of the independent-study approach are discussed. (DT)

Describes a program to help prepare students for a successful freshman year in college, Edinboro State College's Pre-College Educational Experience Program --students being provided with an orientation to the college, and corrective and remedial courses in English and communication and mathematics. (RJ)

The four elements of career development programs, occupational awareness, preliminary occupational skills, career planning, and intensive employment preparation, are discussed. (JS)

To provide its police science students with a good understanding of human behavior and motivation, Owens Technical College (Ohio) emphasizes the social sciences in its law enforcement program. (RN)

Summarizes one teacher's experiences in an all-boy class. (JS)

The program with extensive annotation is available in an unpublished dissertation (Schabert, 1970). (Authors)

The guidance system used at Seton Catholic High School in Baltimore, Self-Directed Career (SDC) program, is described. (CB)

Presents a quick overview of British Educational System based upon the author's year of experience in a British Grammar School under Teacher Exchange Program. Significant points to note are: student selection procedures for universities, examination system, and physics teaching. (PS)

The participating students were provided with membership in a group which had psychological reality, were given some reference facts with which to compare themselves, and were given some intellectual tools by which they might better understand the stresses acting on them. Evaluation of the pilot project was generally favorable. (Author)