Considers the teaching method of individualizing instruction and offers some suggestions for implementing this method in classroom practice. (PEB)

Describes a program for teaching science, in inner city Chicago, organized around modules or minicourses geared to nonacademic students. The individualized instruction of this alternative approach helped overcome student absenteeism as well as achievement level differences. (BR)

High school chemistry Computer Assisted Instruction program is evaluated in terms of student attitudes and total time. CAI took less time than a classroom presentation, but students missed interaction with teacher and classmates. (DS)

Describes a program which stresses student self-instruction. The innovative abilities of students using the A-T approach are nurtured and expanded. This paper presents what can be done in the science classroom as the result of genuine student participation in the learning and teaching processes. (LS)

Describes the use of group dynamics in a junior high school science classroom as a means of dealing with problems associated with the heterogeneous nature of the student population. (JR)

Described are five fallacies commonly occurring in programs designed to implement individualized instruction into a curriculum; these fallacies can cause controversy and discontent. Alternatives for implementing individualized programs are also discussed. (SL)

Describes an individualized group testing procedure which enables the teacher to evaluate content reading skill proficiency as well as the achievement of specific objectives. (PEB)

This article presents a debate by two evolutionists, Ronald D. Simpson and Wyatt W. Anderson, and two creationists, Lane P. Lester and John N. Moore, over whether or not special creation should be taught in biology courses alongside the biological theory of evolution. (SL)