A possible interpretation of the differential predictability across school systems as revealed in this study, is offered. (Authors/MB)

Negro youth who study their own culture and art history can form a better perception of where they stand in the world and will more easily find a suitable career. (CK)

Suggests that training can increase the preference for more complex types of art, that such training will transfer to music, and that verbal originality will also increase. Bibliography and tables. (RW)

Describes a University of Idaho pilot program in communication skills (at McSorley School, Lewiston, Idaho) enabling first and second graders to dictate narrations about their experiences into cassette recorders. (SW)

Argues that teachers have become so enmeshed in the structure and routine of reading programs that they fail to involve their students. They need to reexamine their techniques and redefine their goals. (RW)

Outlines the goals of a secondary social studies course for six categories: basic skills; citizenship; leisure time and stimulation; work, careers, or employment; knowledge and creativity; and understanding self and working with others. (RM)

The performance management and reward system within a research and development operation are seen as tied to a firm's planning structure and an integral part of the management process. Corporate goals must be established and strategic and business objectives elucidated. (MLW)

Discusses rhythm as a fundamental element in human behavior. Suggests that the unity of cognitive, affective, and psychomotor functioning, most vividly seen in Black expressive forms, must be studied to more fully understand Black behavior and learning styles. (RC)

An analysis is made of the reciprocal relationship between play and three areas of interaction between the brain and human development: (1) the affective characteristics of play and the brain; (2) developmental theories of cognition and play; and (3) creativity as a continuation of the brain's need for play. (JN)

Discusses a few features, aspects, and tools of scientific creativity within the context of science education. Presented within Section II is an analysis of the nature of creativity in science. Guidelines and practical suggestions for the improvement of science education are given in Section III. (CS)

Building mainly on Kohut's conception of the creative individual, a model of self-development for the teacher is proposed. The dimensions of creativity, empathy, humor, and wisdom, developed through interaction with students, are highlighted as avenues for teacher growth. (Author/RH)