This study used task-based group interviews with young adolescents in four countries to investigate their understanding of the causes of human rights violations, means for protecting human rights, and their own potential role in ensuring human rights. Although students recognized the role of personal and institutional factors in both violating and…

Discusses methods to win and hold adult interest. Physical, mental, emotional and psychological problems are considered and solutions suggested. (RB)

When a considerable amount of reading is done in different courses by high school students, this presents a problem for struggling readers. Reading is a favorite way of learning for students possessing verbal intelligence, (See Gardner, 1993), but a goodly number of high school students do not possess this as an important intelligence. Thus, the…

Sketches some English class-hours that were observed and offers analysis and criticism. It is pointed out that teaching-plan goals are, in practice, interpreted quite differently by different teachers, and that this fact is reflected in the preparation and performance of the units of instruction. (Text is in German.) (IFS/WGA)

A detailed analysis of the objectives of education and the practices of schooling leads to the suggestion that neither are being achieved. Proposed is a revised statement of the goal of education: Education is to assist the student to be adaptive with respect to extra-school tasks. The following educational objectives seem relevant to realizing…

Contains citations of numerous references for curriculum guide writers. (RD)

Compares the behaviorist to a hunter and the humanist-educator to a fisherman, maintaining that the teacher of English may play both roles to his students' advantage and expressing concern over the shortcomings of an exclusively behavioristic approach. (RD)

Compares classroom practices of 20 years ago to those of today and points out that though we know more now, our techniques have not changed much. Suggests that behavior problems may result from insensitive instruction. (RW)

The social studies teacher should assist pupils in developing meaningful learnings. A teacher can achieve such a goal by building on interests that students already have in the social studies. It also is necessary to provide for individual differences among elementary school children. The learner must perceive a purpose and must be able to…

The author proposes methods and content for science instruction in the middle years and comments on teacher qualifications and pupil differences which need consideration. (SJL)

Describes a range of alternative organizational patterns which are possible in mixed ability situations and attempts to make explicit their underlying values and assumptions. (Author/RK)

Seven articles concerning individualized science education are compiled in this publication which begins with a brief introduction to the concept of individual differences. Representative projects on both elementary and secondary school levels are included to illustrate different degrees of structure and styles of individualization. Discussions of…

This article describes some ways counselors can use their skills to help teachers individualize instruction. The author describes the four basic components of most programs of individualized instruction, suggesting tasks counselors could perform relating to each component. The author concludes that the interested counselor is able to contribute…

Examines the shift in the theoretical basis of learning from a behavioral theory to a cognitive theory, exploring implications of the shift for educational practice. Compares behavioral and cognitive theories in relation to educational goals/objectives, individual differences, instructional strategies, learner motivation, and learner…