An approach to curriculum design is discussed. (CK)

Argues for the need to instill in students a knowledge of culture. (FL)

Summarizes some of A. Adler's thinking about education and describes the programs--called Individual Education--developed from this thinking by R. J. Corsini. (FL)

Argues that all students are gifted in different ways, and proposes that instruction should focus on fostering gifted behaviors rather than on "gifted" students. Defines gifted behaviors that should be fostered and presents a program by which they can be achieved. (HB)

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)

Described is the concept of Benjamin Bloom's Mastery Learning as a teaching method. The author concludes that, by its very definition, Mastery Learning cannot be superimposed on traditional education. (KC)

The authors review some of the literature which discusses the controversy over the value of homework and then offer 11 prescriptions for teachers to follow when making homework assignments. They suggest the need for additional research into the learning processes in children. (KC)

Identifies and explicates two basic principles of mastery teaching, then shows how an understanding of the principles can be used to provide answers to the major criticisms of mastery teaching. (FL)

Makes several suggestions for improving programs for the gifted and talented student. (FL)

Offers tips for supervising teachers and teaching based on the assumption that good teaching is an art rather than a science.

Argues that many of the pragmatic concepts set forth by John Dewey might be modified and used in science education. Explains how this can be done. (FL)

The author discusses the utilization of small group teaching strategies which offer a unique opportunity to sensitize students to group skills. He believes that small groups provide an environment where the maximum number of students can learn through practice. (Author/KC)

Presented is a sampling of radio tapes which are available for use in the classroom, to help social science teachers promote a taste for history and other social sciences in a real and dynamic way. (KC)

Offers a brief overview of the evolution of writing center theory and practice (discussing process-oriented pedagogy as well as the shift to social constructionism) over three decades. Stresses the continuing presence of the principles of formative assessment. (SR)

The author relates his successful experiment with using old time radio programs to enhance listening and writing skills in his classroom. A list of companies that sell Old Time Radio (OTR) programs, and a list of projects which can be used with OTR, conclude the article. (KC)