The availability of adequate curriculum materials that help professional staffs plan and implement instructional programs suitable for each student makes the difference in whether or not IGE works. (MM)

A set of personal and academic qualities has been identified for unit leaders in IGE programs so that they might better assume the role of educational decision-makers. (MM)

In IGE programs, evaluation takes place at all levels, but ultimately is directed at enhancing instructional effectiveness. (MM)

This article provides a brief introduction to IGE and indicates how teacher educators may contribute to the reform and renewal of education with IGE as a focus. (MM)

Fulfilling the role as principal of an IGE School requires the understanding and skills necessary to initiate, manage, and sustain the educational change process. (MM)

The role of the unit leader in IGE programs is examined, and recommendations are made for general courses and workshops to develop leadership characteristics in the prospective unit leaders. (MM)

The elementary school teacher's task of decision-making in Individually Guided Education programs is doubly important because of its benefits to the individual child and its potential source of professionalism for the teacher. (MM)

Teachers in IGE should emphasize and explain the goals, instructional objectives, and philosophy of the unit team. (MM)

Local schools, teacher education institutions, and other state agencies have recognized the advantages of the network concept and have moved toward relying on the state IGE network structures. (MM)

In the third of four articles concentrating on six basic weaknesses in campus-based teacher education programs, the problems of inadequate research and development activities and ineffective admissions standards are discussed. (CJ)