Learning preferences and perceptions of classroom learning atmosphere were compared for 279 math and English students in grades 7 and 11. Results indicated that Grade 11 students prefer both more cooperative and competitive contact than do Grade 7 students. Girls prefer competing in English and boys, in math. (Author/LC)

The author reviews approaches involved with acceleration for gifted students: process learning (training students to think in creative ways); individualized education (including approaches that encourage students' participation in determining content and rate); and curriculum, program, and special projects. (CL)

The Tucson Interaction Model emphasizes the importance of teaching style in linking cognitive with affective variables for mainstreamed handicapped students. Five aspects of the model are depicted across three strands (response opportunities, feedback, and personal regard). Even with computer-assisted instruction, the teacher's role is still…

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

Argues for a team teaching approach rather than withdrawal from regular classes for remedial reading students. (JL)

The rationale and guidelines for incorporating a neuropsychological perspective in the educational process are presented. Luria's (1973) model is most pertinent for "neuroeducators" because it describes the concept of functional systems interacting to produce behavior. (CJ)

Presents preliminary findings of a pilot program for college students with learning disabilities indicating that such students can successfully complete college degree programs when they are given individualized instruction. (FL)

Discusses how the Orff-Schulwerk approach to music education can be applied to the needs of mainstreamed, elementary-level, special education students. The Orff method stresses multisensory experiences, creativity, and individualized instruction. The author shows how an activity from a regular, elementary Orff class can be modified for special…

The development of an economics course that uses Apple computers and videodisc players is described. The course was chosen because it is one that is frequently eliminated when school budgets are tightened and enrollments drop, and it was felt that the new technology could offer a solution. (MP)

Explains the workings of a curriculum model that provides a structure for combining individualization, flexible grouping, and whole-class presentations. (RL)

Addresses the question of the choices offered by individualized instruction, referring to the seven years experience with Russian Program I at SUNY, Albany. Describes how this program also provides unusual opportunities to alter and individualize the traditional courses that are taught in parallel with it, at the same institution. (MES)

Explores the history and impact of Dewey's progressive education theories as applied to moral education and individualized instruction. The author argues that current educational practices distort the philosopher's original intentions of improving intelligence and moral conduct in order to justify tracking and increased competition for scarce…

At Houston's Dodson Elementary School, a magnet school with a Montesorri program, students work independently with an assortment of manipulable materials which help them teach themselves. (SK)

Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

To be successful, individualized instruction must be introduced gradually. Children, especially those in the primary grades, do not know how to use freedom and initiative in the classroom. They must be taught this before individualization is implemented. (SJL)