Headmasters respectively of a primary and secondary school in Stevenage, authors examined the gradual transition to comprehensive provision in a new town. (Editor/RK)

Lutterworth Grammar School for 500 selective children, to which the author was appointed Headmaster in 1962, became a 14-plus Upper School under the Leicestershire Plan in 1967. Here he recounts the school's responses as it developed to a fully comprehensive Upper School for 1200. (Editor/RK)

Author surveyed how far comprehensive reorganisation has progressed in Wales. (Editor/RK)

Author considered the question of school size and its effect upon the individual learner or teacher. (Author/RK)

Described is the London School Plan, a small comprehensive secondary school system. The author states that the success of the small comprehensives will be judged on how well they cope with the least able student and the sixth formers (ages 16 to 19). (KC)

Author argued that the success of comprehensive reorganization depends upon a re-definition of the teacher's tasks, and outlines the tasks which now appear to be required of the subject specialist in the new schools. (Editor/RK)

After long experience as a teacher and head teacher in Devonshire, the author was appointed as Advisor for Primary Education for North and West Devon in 1975. He writes here of his experience in moving to flexible forms of grouping through cooperative teaching as head of Blue Coat Pilton at Barnstaple. (Editor/RK)

The head of the English department at a senior high school explains the organizational and curricular adaptations that have made their practice of mixed-ability teaching a success. Sample English lessons are described. (SJL)

Author compared the comprehensive reorganization of French secondary education through the creation of Colleges d'Enseignement Secondaire with developments in this country over the past twelve years. (Editor/RK)

The authors examine and evaluate the introduction of mixed ability teaching at Pond Street Comprehensive School and draw conclusions on organizational change. (SJL)

From his 20 years experience in modeling a comprehensive school according to genuinely comprehensive principles, the author gives a considered statement of his objectives and experiences. (This article is part of a theme issue on comprehensive education in Britain.) (Editor/SJL)

Inservice training is considered the first priority in curriculum development. Education of teaching staff through conferences, committees, and the establishment of a school resource center is discussed. (RW)

The staff of West Moors Middle School in Dorset, England, contribute their experiences and ideas on the nature of middle school education for children aged 9-13. Student characteristics, school size, curriculum, and teaching practices are discussed. (SJL)

In the 1970s, comprehensive secondary schools were mandated in England. This article reports a study of the effects of reorganization on seven East Midlands secondary schools. From interviews with administrators, information was collated concerning curricular changes occurring since reorganization, the formal organization adopted, and internal and…