This article illustrates ways in which the schools are dehumanizing and suggests ways in which education can be humanized. (DN)

Investigates the merits of individualized instruction vs. traditional methods of instruction. (RK)

Pre and post testing indicate value of health instruction by experienced school nurses, particularly to younger disadvantaged children. Suggests teaching internship for new nurses to reinforce their background for improved functioning in school. (CJ)

Cross-cultural and developmental research on the untaught mapping abilities of children aged five through ten suggests that mapping behavior is a normal process in human development, and that map learning begins long before the child encounters formal geography and cartography. (Author)

Describes a project for preservice and inservice teachers enrolled in an elementary school science methods course. Purpose of the project is to study children's concepts of science and to develop understanding of cognitive development. Interview techniques are based on Piagetian methods. Studies are critiqued on a group basis. (JM)

An attempt to provide in a high school a community where personally and socially worthwhile activity arises organically from the physical-social-psychic-spiritual environment. (Author/EA)

Research recently completed or in progress is listed and discussed sufficiently to show its context. Areas covered are: environmental variables, teacher characteristics and training, classroom interaction, learning studies, curriculum evaluation, and test construction. (AL)

The article on the education of affect discusses the various deterrents to the development of affective learning experiences. It is now imperative educational institutions find strategies for dealing constructively with the attitudes, emotions, and feelings of individuals. (Author/KJ)

Discusses advantages to learning of stating objectives behaviorally, feeling that it is more important to know ways of discovering information rather than merely the information itself. (Author/CJ)

Explored (1) the cognitive responses elementary-school students made to teaching events and (2) the cognitive processes their teachers intended them to use in typical classroom lessons. (MP)