Author provided a brief discussion of some of the most important elements that need attention in developing an independent study program. (Author/RK)

Parents frequently blame the school when their child does not succeed, because they believe that everyone has a vested "right" to an education and that student failure is automatically teacher failure. Educators must work to refute these myths. (SJL)

Defining the motivated learner as responsible, curious, and inquiring, the authors describe teaching techniques for developing student responsibility through norm setting, provoking curiosity through the use of paradox, and encouraging inquiry by helping students to frame personally meaningful questions about subject content. (Author/SJL)

If one is to know himself and be of some value to society, he needs early in life to learn to be accountable for his actions and his ideas. Suggests that responsibility as an educational philosophy could produce an individual who is an accountable figure and one who would have a stronger place in the world in which he lives. (Author/RK)

Helping students to appreciate and consequently accept responsibility for planning their learning experiences in partnership with the teacher takes time, patience, and knowledge to facilitate this emerging ability. These guidelines and suggestions are intended to help in this task. (Author/SJL)

Discusses a number of ways teachers can educate students toward being more responsible. (SR)

A program based on the business world's system of contracting between employer and employee, in effect, the production of a particular product for a specific wage as stated in a written contract, was utilized in a six week independent study assignment. Students had the opportunity to choose the subject and received credit for it. (Author/RK)

In the Fred S. Engle Middle School, an experiment in the structure of a middle school student council has been in progress for the last two years. Here students learn to develop leadership and become involved with many cultural and socio-economic groups. (Author/RK)

Concludes that a high correlation exists between how well college students meet certain stated responsibilities and how well they achieve in a particular class. Includes a student self-evaluation form. (FL)

Outlines a procedure for teaching students to be responsible. Argues that the procedure can not only promote personal growth in students but free time for teachers to assist students who need extra help. (FL)

The author identifies three basic guidelines and some procedures that can be used to implement student-planned individualized learning in any subject in intermediate and secondary grades. He discusses the benefits of individualized study to both students and teachers. A student planning form is included. (Author/SJL)

A parent reviews his son's first days in junior high school and questions the workload and its effect on a students morale. (RK)

Students who understand the relationship between population growth and change and the quality of their life and the life of their children will be better able to make responsible decisions about their world. Discusses the addition of population education to the curriculum, the objectives of teachers and the government in teaching it, and how it…

Links thinking to intellectual, moral, and emotional responsibility and invites school administrators, teachers, students, and parents to think about thinking beyond academic tasks in order to eradicate nonthinking "I thought" processes that cause irresponsible acts. (JK)

Argues that teachers should lead their students to a broader study of people and their needs. Offers strategies that can be used in social studies classes to help students become aware of crisis situations and how to deal with them. (FL)