Discussion of personalized instruction focuses on reading education and presents a systems model for teachers called a Teacher System for Personalized Instruction (TSPI). Topics discussed include diagnosing the needs of the learner; self-paced learning; motivation; achievement; mastery learning; evaluation plan; and cognitive, affective,…

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing…

This article discusses five categories of educational improvements. Briefly, they are (1) objectives more aligned with goals, (2) increased efficiency, (3) reduced undesirable side-effects, (4) increased reliability, and (5) more objectives are accomplished." (Author/AA)

A description of a comprehensive educational system designed to enhance the learning of preschool children through involvement of both the children and their parents." (Author/AA)

The author presents a possible generic model for educational management and attempts to relate this model to several tools currently being used for the quantifiable improvement of education." Appended are 33 references. (Author/AA)

Presents a comparative analysis of Kaufman's and Nadler's work design models by examining each model's rational content and comparing the distinctive images of procedure that those contents project. Kaufman's insistent claim that his organizational elements model merits distinctive recognition as the definitive explication of the system approach…

A discussion of a project concerned with the development of a comprehensive instructional management system, including development work on the banking'' of a new system of objectives in reading instruction. (Author/HB)

Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)

Discusses three phases of instructional design (ID)--definition of instructional parameters, analysis and synthesis of instructional alternatives, and implementation of instructional plan--and presents a 15-step ID model. Included for each step are a descriptive name, boxed example, and rationale and (as applicable) current state of technology for…

Discusses the relationship of constructivism with instructional design theory. Topics discussed include instructional systems development; objectives; learning versus instruction; deep learning versus surface learning; situated learning versus formal instruction; adaptive learning; and the role of interactive educational technology in the design…

Presents a classification scheme applicable to systematic instructional design, which partitions the cognitive domain into the four levels of knowledge, understanding, mental processes, and strategies, each of which encompasses specific instructional objectives. Guidelines are offered to assist in the design and construction of these instructional…

Proposes a strategy for educational reform that provides a supportive state policy structure of sustained school-level reform. Three coordinated components are described: a unifying vision and goals; a coherent instructional guidance system including guidelines for curriculum frameworks, materials, professional development, and assessment; and a…

Presents a systematic approach for small colleges to plan effectively for the acquisition of information resources, i.e., computers and telecommunications, based on five recommendations: (1) assign task force to assess needs; (2) establish institutional goals; (3) identify the technology required to meet the goals; (4) determine financial…