The Self-Instruction Center is the name given to the location for students who participate in an experimental project at Webber Junior High School in Saginaw, Michigan for students experiencing behavioral as well as learning difficulties. (Authors/CB)

The major hypothesis of the present study was that individuals with high need for achievement and high intellectual achievement responsibility would be more attracted to the opportunities provided by B.Ed. as opposed to certificate course in colleges of education. (Authors)

A computerized patient record-keeping system in a pediatric residency program revealed limitations in residents' patient experiences and imbalances in their workload and curriculum and has been used by the faculty to correct them. The system uses eight interactive programs in the BASIC language. (MSE)

In an interview, Amitai Etzioni, a social scientist and director of the Center for Policy Research at George Washington University, discusses his ideas for stronger schools, at the heart of which are self-motivated students who are self-disciplined and responsible. (JMK)

Concludes that a high correlation exists between how well college students meet certain stated responsibilities and how well they achieve in a particular class. Includes a student self-evaluation form. (FL)

The Zoo School, housed in the Grand Rapids, Michigan, city zoo, provides a challenging one-year program for highly motivated, but not necessarily gifted, sixth graders. Using the zoo as a laboratory, its goal is to teach students about the contemporary world and to develop them as independent learners. (Author/SJL)

Outlines a procedure for teaching students to be responsible. Argues that the procedure can not only promote personal growth in students but free time for teachers to assist students who need extra help. (FL)

By keeping a diary of her class activities, the author was able to analyze her teaching behaviors and judge if they helped or hindered her goal of developing her students as independent learners. Extracts from the diary are included. (SJL)

Undergraduates can play a large role in their peers' experiential learning. A peer facilitator program must use sound principles of recruitment, training, supervision, and evaluation, and can have both immediate and lasting benefits for the students involved. (MSE)

Presents the performance appraisal model for student advisement, a centralized developmental model that focuses on the content and process of advisement. The model has three content objectives: job definition, performance assessment, and goal setting. Operation of the model is described. Benefits and potential limitations are identified. (Author)

The author identifies three basic guidelines and some procedures that can be used to implement student-planned individualized learning in any subject in intermediate and secondary grades. He discusses the benefits of individualized study to both students and teachers. A student planning form is included. (Author/SJL)

Internal locus of control and positive outcome subjects attributed responsibility for their test results to internal factors, while external and negative outcome subjects tended toward external causations. Ability and luck components were rated in accord with the Weiner model classification, but the effort and task components were not. (Author/SJL)

Describes a step-by-step procedure for helping students analyze poems. (MKM)

Providing a beginning point for better understanding of the legal liabilities involved in risk sports and adventure education programs, this article discusses legal liability based on negligence, participants' responsibility, and perception of risk. The establishment of professional safety guidelines is advocated. (JC)

Presents a plan for a unit of study on printmaking including the long-range or general goals as well as the more specific aims contained in a daily lesson plan. (Author/RK)