Discusses a "tri-dimensional approach" to individualized instruction that is based on determination of 1) the correct level of difficulty for every student, 2) the appropriate learning behavior in a deliberately arranged environment, and 3) the appropriate teacher behavior to facilitate achievement. (JG)

Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)

Argues that individualized instruction is financially and logistically unfeasible and socially undesireable. Suggests that the group-centered classroom is a more desirable instructional approach, and presents nine arguments in its favor. (JG)

Argues that "multiculturalism" is an unattainable goal until each minority group can deal effectively with its own intradiversity. (Author/JG)

Summarizes research findings on the academic and social effects on students of grade repetition, and concludes that most students do not benefit from nonpromotion. (JG)

Summarizes findings of a national survey that analyzed interviews of 1,025 students from 42 schools throughout the U.S. that were identified as "schools children like." (JG)

Three short articles discuss the needs of various groups of students that tend to become disaffected with school, focusing in turn on mentally retarded students, obese students, and gifted students. (JG)

Suggests how disruptive students can be transformed into cooperative, contributing members of the school community. (JG)

Describes the "Commando Academy," a Milwaukee (Wisconsin) alternative school program for teenage parolees and other disaffected young people. (JG)

Argues that juvenile delinquency is merely the tip of the iceberg of fundamentally disaffected youth, and suggests developing year-round residential programs, modeled after the Outward Bound program, for disaffected young people. (JG)