The Tri-Cycle Process described in the model permits for the first time an integrated system for designing an individualized instructional system that would permit a rational, diagnosis-prescription-evaluation system keyed to an accounting system. (Author)

Using the Topic of electromagnets as an example, describes how science teachers can benefit from the work of Hilda Taba and her co-workers in the area of instructional design and in classroom techniques for developing concepts. (JR)

Trend identification, future projections, future models, and policy creation are discussed in this article, which cites the need for developing and testing teaching approaches that facilitate student thinking about the future and future consequences. (JB)

Author, assistant professor at Hunter College, personally employed two former student teachers as co-teachers. This experience is described and evaluated. (CB)

Group experiences, graded as to threatening content, are briefly described. (AF)

Alternatives are suggested to force a reevaluation of grades as a measurement of learning. (RY)

An account of a lesson on Shelley to disadvantaged students. Concludes that such lessons can in themselves be successful, but that disadvantaged students would be better served by reading literature more immediately rewarding to them than the English classics. (Author/JB)

Teachers required to use an Elementary Science Study (ESS) unit during student teaching tended to use more of the techniques advocated by ESS in their own classes one year later than did teachers allowed to plan their own approach during student teaching. (AL)

Compared the effect of a film-mediated model to the effect of a self rating, written model in developing trainees' ability to ask appropriate classroom questions. Showed no significant difference between the two methods. (PR)