Program modifications guided by the emerging insights into developmental and experiential factors in children's lives seem even more urgent today, since political, economic and technical issues tend to be given major emphasis, with the needs of the children themselves all to frequently treated as an after-thought. (Author)

Author writes of young children in nursery school and the changes in their behavior during the school year. (Editor)

Authors summarize some simple, basic ways innovative teachers have sought to extend and unify learning environments for boys and girls in elementary schools. (Authors/CB)

Article suggests the development of learning experiences as a way to open levels of learning for all children. (Author/RK)

Describes an educational trip in a motor home in which study, educational tours, and living take place. Students are the main initiators of programs designed to stimulate the learning process and group living. (RK)

Presents techniques for evaluation of individual growth and development and a list of points for use as a check list to measure the extent to which evaluation is individualized in a given individualized curriculum. (Author/RK)

Suggests that the environment outside the school is now capable of taking over many of the school's classical functions, while educational functions traditionally carried on outside the school are now largely missing. (JF)

Author offers five principles to guide curriculum specialists in organizing their plans for sequencing language experiences in reading. (MB)

Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969). (JM)

An outline of the problems facing adult literacy workers: languages without alphabets, obstruction by social and bureaucratic institutions, and a client population difficult to reach. Literacy workers' prime error has been to underestimate the illiterates' pragmatic knowledge and creativity and capacity for abstraction. (JB)

Focuses on changes necessary in higher education to implement a systems approach to teaching-learning. (Editor)

The advantages of visiting points of interest close to home or more distant travel to provide stimulating experiences for gifted children are considered. Ideas for making history, literature, nature, science, and the arts interesting are suggested, including materials, books, and music that can be explored in conjunction with the tours. (SEW)

Benefits of integrating audiovisual media into gifted education programs are considered. Enabling and terminal objectives for videotape productions and photographic slide/sound productions are identified. It is suggested that the use of communication media can promote self-expression, creativity, and communication skills. (SEW)