The Exemplary Individualized Learning Center at a small Idaho junior and senior high school serves as the basis for discussing the problem of integrating new technology into rural education. (LS)

Stresses that the teacher is the most important instructional component in effective individualized instruction. (SB)

Views the current upsurge of nontraditionalism as a reaction to the loss of individuality in political, social, economic, and even religious areas. Examines the flaws and dangers that lie hidden in a nontraditional movement, particularly in the field of education, and finds that flexibility and individualized learning are some of its positive…

The teacher's role changes from a presenter of content to a diagnostician of learning experiences in individualized instruction. Common objections to the use of individualized instruction are discussed with reasons to overcome each objection. (Author/TS)

With the present knowledge about how the need for achievement is learned and how it operates, it is possible to design technical courses to stimulate this motive in engineering students and to develop desirable engineering action strategies for a wide variety of content. A sample application is presented. (Author/TS)

Author gives arguments in favor of replacing the junior high school with a completely new way of educating youngsters between the primary and high school years." (Author/SP)

Author, who is Director of Public Information Research for Better Schools, Inc., reports that with Individually Prescribed Instruction children are eager to return to class, learn, and even take tests. Since teachers are no longer fact givers they, and the principals, are able to be more responsive to students' needs. Bibliography. (AF)

Discusses factors the author considers drawbacks of IPI: 1) The strong emphasis on sequence; 2) The validity placed on diagnostic tests; 3) The determination of 85 percent correct responses as a major criterion for determining success; 4) Discussion and interpersonal skills are not developed. (Author/AF)

Attempts to define and meet the needs of adults being served by Adult Basic Education programs. (Author/LF)

Describes a new program at Temple Buell College in which courses are designed around specific behavioral objectives, students progress through courses at their own rates and credit, but no grade, is assigned upon completion of the course. (AA)