The ways in which open'' may be applied to education are discussed: materials used to stock the classroom, time schedules, physical environment, interpersonal relationships. (JB)

A discovery approach was used with seven fourth grade classes while nine classes were taught by an expository methods. Expository pupils were significantly better in computation and discovery pupils significantly better in retention of ability to apply mathematics. Attitude improved more for those taught by the discovery approach. Some interaction…

Author searched for the essence of Thanksgiving so that her young students could better understand the real meaning of the holiday. (RK)

Reports affective changes of students studying PSSC Physics in grades 11 and 12. Students lost interest in physics, viewed scientists as more abnormal, but increased in acceptance of a non-authoritarian teaching situation. (AL)

Presented are two self-contained worksheets and teacher guides for open-ended experiences in recording and reading data which require the use of basic addition facts. One is for grades 1-3; the other for grades 4-8. (CT)

A model training managers can use to design material for specific needs." (Editor)

Maintains that humanities instruction should strive to prepare students "to judge, to discriminate, to make relationships and should not attempt to convey "a body of knowledge; a paper presented at annual Conference on English Education (7th, Syracuse, N.Y., March 28, 1969). (Author/RD)

Paper presented at the annual meeting of the American Psychological Association, San Francisco, August, 1968. Reprints from: L. Berrell Kornreich, Dept of Psychology, Univ of Wisconsin, Milwaukee, Wisconsin, 53201.

By working through a series of problems, undergraduate psychology students in an introductory statistics course discover for themselves the main topic of the lesson. A lecture follows to conceptualize and clarify the topic. (RM)

Action learning seeks to develop an active, positive attitude toward the personal benefits of musical involvement and places learners' goals and intentions at the center of teaching. But, because action learning uses activities, it can easily be confused with the activities approach. Any similarities, however, are superficial. (RM)