Describes a comparison made between 93 women in a self-paced program and 68 women students in lecture classes. Concludes that self-paced programs are impartially applicable to all students regardless of prior achievement and ability. (CC)

Described is a house program at Davis and Elkins College in West Virginia which combines humanistic and behavioristic philosophies of education to help students adjust better. The program appears to be working. (Author/CJ)

Author has misgivings concerning the sudden thrust of individualized learning and suggests that a balanced approach between the traditional and innovative methods should prevail. (Editor)

Discusses 13 kits of materials featuring mathematics, science, and art content with accompanying instructions for students, which are intended to provide those students with limited reading ability with practice in independent learning activities. (Author)

A totally electric facility offers efficiency and attractiveness while providing the most in practicality. (Author)

A search for a method of measuring progress in a system of individualized instruction became the basis for the rating profile described in this article. (Author/RK)

Presentation at the Conference of the Ontario Modern Language Teachers' Association held April 21-22, 1972, in Toronto, Canada. (DS)

Describes techniques to encourage students in creative writing. (MB)

Describes changes taking place in two school districts committed to individualization of instruction. (SP)

Describes effects of study time on acquisition retention processes in a general biology course designed for female freshmen and sophomores in high and low analytic-ability groups. Concluded the presence of positive reinforcement, expecially at high analytic level. (CC)

Identifies four essential conditions necessary to implement an individualized curriculum. (SB)