Describes a 10-week experimental practicum during which 13 college students participated in living-working experiences in homes, communities, and jobs considered to be typical of high-school educated, working-class youth. (Author/JS)

Adapted from article in Yale Daily News, December 16, 1969. (IR)

A fourth grade teacher describes a first-day lesson on self-concept, which enabled her and her students to learn more about each other. (SP)

Describes special summer course attended by 18 Ontario German teachers at the Goethe Institute in West Berlin in 1971. Speech delivered on October 2, 1971, at the German sub-section of Ontario Modern Language Teachers' Association, Ottawa, Canada. (DS)

Shortened version of a paper presented on June 25, 1971, at the American Classical League Institute, Western College for Women, Oxford, Ohio. (DS)

Student teachers should observe and be involved with curriculum decisions at an early stage of their teacher education. (AF)

Anti-intellectualism, apathy, demand for practical and instantly relevant materials and discussions, and demand for democratic process in areas where it was never meant to apply are some of the problems faced by this twelfth-grade English teacher. Suggests possible plans for coping with these and other problems. (RB)

Concludes that experienced teachers generally are not assigned to poor or nonwhite neighborhoods, thereby accentuating the unequal distribution of educational resources. (BH)

Describes a two part technical teacher internship program which provides teacher preparation with live laboratories. Technical Education is abimonthly supplement to IAVE. (GR)

Twenty-eight secondary science student teachers were included in a self-evaluation study. The instrument consisted of 89 statements describing observable teaching behavior. PGR was found to be useful in teacher evaluation when used with video tape observations. (LS)

A review of the training of teachers in England which "attempts to show that there is a weakness in the method of training, in so far as the theoretical basis on which the training is based is often not well integrated with the practical aspects of teaching. (Author)