Described and discussed is a middle magnet school, that is a school which brings together teachers and students who have the most to gain from the non-traditional school climate." (Author/LS)

Described are a community college's three new learning laboratories and the way they function. (LS)

This study attempts to assess the degree of satisfaction students experienced in their employment four years after their baccalaureate degree education at Auburn University. (IR)

Following a general discussion of the goals of individualized instruction, the role of the teacher in an instructional system developed at the Learning Research and Development Center of the University of Pittsburgh is described. (LS)

Article from TRAINING TECHNOLOGY, v1 n1 pS14-S19, Sep 1969, a supplement to EDUCATIONAL TECHNOLOGY.

Studied the current status of training opportunities for gerontologial counselors. A survey of 474 university counselor education departments showed that 37% offer coursework to train counselors to work with older people, a 6% increase since 1975. In addition, 81 respondents indicated an intent to develop additional course offerings. (Aothor/JAC)

Based on empirical evidence that nearly all students can learn most of what they are taught, mastery learning is recommended as a teaching strategy with the goal of maximum development of student learning potential. The implementation of mastery learning at one junior high is analyzed. (MLJ)

Stresses the fact that on-the-job training in written communication is a continuous process. Presents a writing curriculum, developed by the Illinois Office of the Auditor General, that offers a planned sequence of learning activities. (PD)

Describes a useful internal structure for a college writing program and one method of fitting a composition program into the university through linking the teaching of writing skills to lower-division general education courses. (JL)

Offers guidelines for developing a concrete curriculum in school systems, from adopting a curriculum policy to writing the document. (WD)

The author presents a major goal for education and then proceeds through a curriculum model of theory into the application of theories appropriate for the goal, the learners, and the content area. Includes the theories of individual differences, involvement in the learning process, and multisensory learning. (CT)

While this article deals with the construction of a curriculum in aesthetic education, the foundational/ functional plan outlined by the author transcends the topic of aesthetic education and provides numerous insights into the problems and prospects for curriculum building and educational change. (Editor/SJL)