The author compares the relative merits of the lecture and discussion group instructional modes. (HMD)

Being a media specialist in an open school places the individual in the position of both the teacher and the learner. The media specialist must possess a thorough understanding of the school program, recognizing both teaching and learning viewpoints, and participate in such a way as to make objectives of both attainable. (Related articles are LI…

There is conflict between the role of wife and the role of full time graduate student. It appears that marital status has an effect upon the student roles of both men and women; greatest success'' obtains upon married men and divorced women. (Author/JB)

Comments on a paper by Pake (Science 172:908, 1971) that provided a pessimistic view of the future of higher education in the United States, concluding that Pake's interpretation is unnecessarily bleak.'' Considers modification of financial incentives for faculty and discusses likely changes in instruction and role of the universities. (AL)

Organizing content, structuring word lists, course outlines, curriculum guides, and chronological textbook composition are used as examples and students' rights to put things together for themselves is defended. (JB)

Students must be given a voice in the operations of their schools. Much of the current violence is an expression of frustration with an establishment that gives no recognition to their needs. (CK)

The prominent professor and author seeks to clarify when intervention should take place in preservation of academic freedom. (LN)

Explains the difference between computer-assisted instruction and computer-managed instruction, defines and discusses individualized instruction, describes and points out the computer function in PLAN (Program for Learning in Accordance with Needs). (Author)

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

Distinguishes self-directed learning from individualized instruction and discusses the role of the teacher in promoting self-directed learning. (FL)

Follow-up information about mainstreamed students' adjustment comes from regular educators, parents, and the students themselves. The classroom teacher can provide information on such aspects as academic achievement and support services. Parents observe the students reactions to the settings and to peers. Students can describe their feelings and…