Explores the rationale for learning centers, outlines steps in using this approach, and describes pupil-evaluation techniques. Illustrates concretely how a teacher can phase in the use of learning centers. (BF/JH)

Basic ideas of reinforcement may be more easily applied in the classroom if three common teacher errors: noncontingent reinforcement, ambiguity of rules, and restriction of earnings, are avoided. (Author/SDH)

Describes the content of an instructional unit on nutrition prepared by the Dairy Council of California for primary-level school children and the results of its large-scale tryout in 30 California schools. (SDH)

Discusses the relationship between children's knowledge of their language and the process of reading, along with some implications for teachers. (MP)

Suggests a number of guidelines to serve as a basis for policy on the use of hand-held calculators in the elementary school. (MP)

Advocates the use of peer and cross-age teaching in the elementary grades. Play as a method for peer teaching is emphasized. (CM)

Discusses the advantages of utilizing cooperative instructional games in teaching young children social skills and productive ways of interaction. (CM)

Discusses the behavioral indicators as well as the long range effects of mathematics anxiety in elementary school teachers and students and suggests ways of improving the situation. (CM)

Briefly reviews several studies on the effectiveness of simulation games and reports an investigation examining the effectiveness of a simulation game designed to incorporate learning activities at three hierarchial levels suggested by Taba. (BR)

Describes a model for effective classroom management consisting of two major parts: teacher behaviors related to rule establishment and teacher behaviors related to rule enforcement. Eight categories of teacher behavior related to rule enforcement are briefly discussed. (BR)

This article describes an experimental curriculum for kindergarten based on the assumption that systematic participation in formal dramatics will improve the verbal ability of the child. Dramatic experiences are offered in sequential order. (CM)

Argues for the inclusion of celebrations related to national ethnic and religious holidays in the school curriculum. Identifies functions of ceremony and celebration. Discusses educational possibilities of celebrations. (RH)