Traces physics curriculum innovation in Southeast Asia since the 1950s. The unique features of such innovation in Indonesia, Malaysia, Philippines, Singapore, and Thailand are highlighted. Forecasts for the future of physics education in part of the world are also discussed. (Author/HM)

Evaluates the Southeast Asia Science and Mathematics Experiment (SEASAME) which is a regional pilot project of the Regional Center for Education in Science and Mathematics (RECSAM). Five phases of the SEASAME curriculum materials for grades one through six used in the Philippines, Singapore, and Thailand are being evaluated. (HM)

The abolition of streaming, intended to provide for individual differences, aims to free the student from the determining effects of classification, and theoretically makes it possible to provide a teaching/learning environment allowing for "individual" development. Essentially it overcomes the contradiction implicit in the streamed system…

Considers the pros and cons as to what has been gained from the move toward non-streaming over the past ten years. (Editor/RK)

Discusses the preparation of student teachers for mixed ability classes, based on the Nottingham/Leicester project. Outlines a ten-point attack highlighting the areas in which young teachers need to acquire professional skills. (Author/RK)

While not wishing to assert that many infant schools actually grouped their separate classes by ability, the author believes that many infant classes maintain a system of grouping which suggests that a hidden system of streaming still exists. Details some of the possible reasons for this practice. (Author/RK)

Tackles the vexed question of mathematics teaching in unstreamed, mixed ability, elementary mathematics classes. (Editor/RK)

States that the inescapable fact in the issue of mixed ability teaching is that even in a school where children are streamed (homogeneous grouping) every teacher who works there will still be teaching mixed ability forms. (Author/RK)

Presents a cautious approach to mixed ability grouping after taking a brief look at the background against which such programs are developed. (Author/RK)

Considers the implications for modern language teaching of mixed ability groups, some of the variables involved in language instruction, the size of classes relative to student interest in language learning, and the desperate shortage of trained language teachers. (RK)

Describes a range of alternative organizational patterns which are possible in mixed ability situations and attempts to make explicit their underlying values and assumptions. (Author/RK)

Contrasts Karl Popper's theory of social reform with a Marxist theory of reform. Concludes that a liberal approach to educational reform, as exemplified by A.S. Neill's self-governing school at Summerhill, is generally more satisfactory. (Author/DB)

Argues that the authoritarian structure of most schools impedes the socialization of children into competent young adults. Concludes that encouraging student participation in decision-making promotes social growth, improves academic performance, and develops citizen participation skills. (Auththor/DB)

Explores the relationships among social change, values, and education. Concludes that educators should inquire into and teach about values through classic works by authors such as Homer, Plato, Ibsen, and Mark Twain. (Author/DB)

The higher education needs and interests of adults were examined and four major factors that could influence decisions to participate or not participate were identified in this study. They are designated self-development goal, affective barrier, career goal, and situation barrier. (Author/LBH)