Discusses a method for individualizing elementary arithmetic so that destructive competition is eliminated, failure is minimized, and positive attitudes increased. Emphasis is placed on competition which matches a child with himself, with progress measured by the growth of the child. Considers suggestions for organizing class, correcting papers,…

Identifies practices being incorporated in schools under the guise of increasing accountability. (CP)

Suggests that individualized science curricula do not provide elementary school age children with the direction, diversity of experiences and depth of learning which they need. (CP)

An individualized mathematics program for eighth graders is described. The program includes the use of diagnostic testing, individual learning prescriptions, commercially-prepared materials, weekly progress checks, and three instructors. (MN)

Describes a program employed for teaching a science methods course. The goal of individualized instruction may be achieved by adopting a learning contract system. The appendix includes examples of contracts used in this program. (PS)

Examines some alternative approaches to teaching science in the elementary school, and in particular compares the attributes of instructional approaches to those of experimental approaches. (JR)

Reviews the implications which the advent of the computer has for mathematics education in instruction, learning, and curriculum. The activities described are either representative of those occurring at present or very shortly to be realized. (PR)

Responses to a three item questionnaire administered to 105 seventh grade students indicated that less than 40 percent favored greater individualization of their science classes. (PB)

The efforts of three science teachers in individualizing an existing eighth grade physical science program are analyzed. The individualized program utilizes team teaching, student choice in selecting contracts, and extension of the standard eighth grade physical science curriculum. (MN)

One hundred fifty-nine 7th grade mathematics students were involved in a study comparing mastery and objective evaluation methods on attitudes and achievement. Achievement was found not to be significantly related to the evaluation method while low ability students had more positive attitudes toward mastery as compared to objective evaluation. (CP)

Discusses four problems facing gifted students in elementary science classrooms. Suggests development of teacher-made science packets to resolve these and other problems. A sample lesson on animal classification for grade three is provided. (JN)