Four instructional treatments differing in structure and student responsibility were used with 60 abstract-thinking and 60 concrete-thinking students. A differentiated outcomes hypothesis is offered to account for the findings. (Authors)

Grouping helps some students but is detrimental to others; responses to homogeneous grouping are always individualistic. (RB)

An investigation of student reactions to elective courses by the English teachers at Weber Junior High School in Port Washington, New York. (Editor/CB)

Improvements include an optical scanner to correct materials, and programmed comments for feedback to the students; student reactions are generally positive. (SP)

Describes variety of one-day courses taught by high school faculty, students, and administration, resulting in high interest and enthusiasm on all sides. (SP)

Report of a ten-week experiment in an English classroom; teacher and students were generally enthusiastic. (SP)

Seminar in teacher education. (CK)

Reports on the use of audiovisual materials as stimuli in counseling. A sample film script and selected student responses to the film are appended. (LS)

With demonstrations, strikes and protest widespread on the campus, many colleges have turned to men who score high on administrative ability but low on charisma, whose managerial style may provide peace in our time but prevent needed institutional change. (Editor)

Paper describes a public speaking course that has been taught successfully for six quarters at Florida State University. (Author)

This study investigated the results of open visitation in residential halls. The results indicated that female students reported more problems than males. There were no significant differences among female classes or when comparing hall or suite accommodations. (CG)

Sex appears to be a relevant variable in the selection of self-regulated study in a college course in introductory psychology. (Author)

The confrontation techniques used by today's student protesters to bring about change have often proved damaging to higher education. (Editor)