Describes eight categories of remedial college writers and suggests appropriate teaching strategies for each category. (MKM)

Discusses strategies for transforming community colleges to meet the highly individualized, experiential, community-based learning needs of adult students. Underscores the importance of making lifelong learning part of the institutional mission, administrative commitment, redefining faculty roles and financial underpinnings, an appropriate…

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)

Describes a variety of activities for the basic business classroom, such as having guest speakers, question-and-answer sessions, simulations, role playing, debates, small group work, field trips, games, and individualized instruction. Includes a report of business teachers' knowledge of and attitudes toward these activities. (MF)

Reports on the generally favorable response of college students at Ohio State University to the use of computers in elementary German instruction. (AM)

A list is presented of special factors pertaining to English as a foreign language class in England that provide strong arguments for organizing them along resource-based learning situations. Students can be in control of their studies, engaging in independent, individual work. (SW)

The Personalized System of Instruction, known as the Keller Plan, is compared with the mastery learning approach. Learning concepts of both are discussed, as well as differences, difficulties, and effectiveness of each method. (SA)

Through the use of science-reading kits, one teacher develops practical application of children's reading skills. Each child designs and builds appropriate materials for science learning kit on the subject of his/her choice. (SA)

Describes the African language program at Michigan State University, which provides (1) supervised, individualized instruction for high-demand languages, on two levels; (2) regular classroom instruction for Swahili and Hausa; and (3) non-credit, self-instructional programs for low-demand languages. Sample forms are appended. (AM)

In-class tips are provided for teaching science to students with deafness, including individualize class assignments, recognize achievement, use multiple resources, provide individualized activities, encourage research, and encourage parental participation. Tips are also provided for the entire school, such as establishing a science night and…

Describes CAPA, a software tool to implement a computer-assisted personalized approach for homework assignments and examinations in a large introductory physics class at Michigan State University. Highlights include increased individual attention for students; correlation between homework performance and results of the final exam; feedback for…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

Interviews with teachers of 17 small first-grade classes at 10 Edmonton (Alberta) schools found that teachers drew on the contextual benefits of small classes to support students' skill development in a creative and integrated curriculum. Teachers used individualization; active learning; integration of reading, writing, and speaking; and a variety…

Supported by Saint Paul and the Northern States Power Company, two Minnesota secondary teachers developed a pilot program, the Power League, aimed at returning 16- to 21-year olds to school. The City Academy grew out of students' requests for individual learning plans, an intimate learning community, and a sound school restructuring rationale.…

A collaborative model for special educators and parents to use in devising strategies parents can use at home for children with learning disabilities is described. A case study of a child whose parent tutored her using an individualized tutoring program designed by the special educator after the initial evaluation is presented. (CR)