Responses of students to an excerpt from an article, L'ecole ouverte'' (The Open School) by Jean Onimus. (DD)

Sections include A Guide to In-Service Training of Teachers for Individualized Instruction in Foreign Languages," Preplanning-An Essential Ingredient for Successful Individualized FL Programs," and Text Adoption Policies Inhibit Individualization." (DS)

Describes the teacher-training program at the Urban Institute of Essex County College in New Jersey which enlists people interested in tackling the problems of the inner city. (GB)

Author discusses the goals of open classroom" teaching, notes the contrast between traditional teaching methods and those of open education, while suggesting that those who believe in the new techniques start demonstrating to the public that chaos or abdication of the school's responsibility will not result. (PD)

Article tells why the familial model for schools is more effective and humanizing and why it can produce people who can educate themselves. (Author/MM)

Discusses a contingency management program in an inner-city elementary school, whose basic core is a structured system of language learning packages providing guidance for the direct teaching of oral language, integrating reading and writing activities, and correlating language learning with other academic instruction. (VJ)

Describes the origins and motivations of the free school movement and examines in detail the cases of the Barlow High School and the Free University in Tucson, Arizona, (JM)

The portion of the Personal and Social Development Program presented here is designed to help intermediate and secondary students with behaviors grouped into several categories: (1) self concept; (2) responsibility; (3) group consideration. (Author/CJ)