This article is based on a year-long study which centered on actual practices of individualization of instruction. Along with the various program thrusts identified in the study, factors which tend to facilitate or inhibit individualization are also revealed. (Editor)

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

Discusses four reasons why mainstreaming has made slow progress. (FL)

The author outlines steps for organizing a successful workshop. A planning checklist and flow chart are included. (SJL)

Major theories of attitude change are explained: stimulus-response and reinforcement theory, functional theory, social judgment theory, and consistency theory. These theories are applied to the problems of influencing staff toward implementing a program of moral education. (Author/SJL)

Article described an innovative program that combined curriculum reform with inservice teacher training. (RK)

Proposes the use of an adaptive inservice model, which describes the mechanisms by which educational change and professional growth occur. Argues that to implement effective inservice programs based on the adaptive model, the program must be systematic, long-term, and guided by a common set of goals and expectations. (FL)

Article presented a plan to reduce the rate of student dropouts and make the educational environment more stimulating for learning. (RK)

Article considered an independent study program in which students assume all practical responsibility for their learning, for the use they make of released time, and for accomplishing the goals of their study. (Author/RK)

Article focused on the training of teachers in the role of cooperative teacher. (RK)

Considered the need for effective conservation and outlined the development of conservation organizations and programs. (RK)

Describes an intervention model developed and implemented in a secondary school with a high suspension rate and a disproportionately high suspension rate for minority group students. (FL)

Discusses the conditions necessary for the development of an effective program of administrative staff development, and describes the critical features of such a program. (Author/SJL)

The dissemination to 125 schools of a secondary individualized reading program created by P. K. Yonge Laboratory School was accomplished by a workshop and by the formation into implementation teams of persons responsible for different levels of decisions. Evaluations support the use of this team-based change strategy. (SJL)

Articulated reading programs are critical toward promoting reading attainment. What constitutes the program components to be articulated is an essential question for consideration in the attainment of that goal. Suggests the factors necessary to develop well-articulated reading programs. (Author/RK)