Presents a theory of school learning that attempts to explain individual differences in school learning as well as to determine the ways in which such differences may be altered. (MP)

Supports prediction of success in self-paced, individualized science classes by measuring student self-image by means of the Q-sort test. Alternative school students who had completed an acceptable number of minicourses by the end of the year scored higher on the Q-sort. (CS)

The author examines frequently-voiced objections to mainstreaming educable mentally retarded (EMR) students at the secondary level. These focus on the inability of school structures and curriculum to adapt to EMR students' special needs. He finds in these objections not a case against mainstreaming, but a case for school change. (SJL)

Describes the development and operation of a mastery learning scheme used with part-time students in an HNC chemistry course. (Author/GA)

Describes a self-paced high school chemistry program and its development over a 14 year period. Reviews the major evolution decisions resulting in the course as it is structured presently. (Author/SA)

Remedial education is contrary to traditional educational principles, for it operates only after a child has failed. Instead failure should be prevented by developmental, individualized instruction. Furthermore, remedial education isolates and emphasizes skill deficits and may lead to teaching for the test. (Author/SJL)

First- and second-grade teachers were assigned to one of four conditions representing variations in consultation where they were required to teach a hypothetical child to add. Results suggested that behavioral consultation with task analysis was associated with significantly more teaching success than was control, medical model, and behavioral…

Describes an individualized Physical Science Study Committee (PSSC) physics program which follows the Personalized System of Instruction (PSI) format. The program has a variable-credit option, to provide flexibility to meet students' needs and interest. (GA)

Competency-based educational programs are here to stay. Here the author describes the program underway in his school system. (Editor/RK)

Presents synopses of five papers presented at a conference of the Science Teachers of Australia. Topics include the technology of wine making, integrated science, individualized science instruction, formal operational thinking, and deep ocean drilling. (MLH)

Open education offers much more flexibility for mainstreaming than the traditional approach; open classrooms are designed to accommodate children in their individuality. Making adaptations is not upsetting to open classrooms. If children must go to special classes, the open school tendency toward community blurs boundaries between special and…

A new idea is catching on fast: instead of giving all students the same classroom time and grading A to F, give each the time and the teaching technique he or she needs to master the subject. (LBH)

Describes Alpha, the experimental college of individualized instruction at the College of DuPage (Illinois). At this college, students design their own curricula and work in an open classroom situation, and teachers start with students instead of subjects. (DC)

Several ways of individualizing instruction in accounting are presented including job instruction sheets, self-paced instruction, programmed instruction, multi-media approach, and the modular concept. (TA)

Discusses why individualization of learning is needed in inner-city schools and describes a study comparing traditional instruction with programed instruction in teaching shorthand to students in selected inner-city high schools in Dallas, Texas. Procedures, findings, conclusions, and recommendations are included. (HD)