Descriptor
| Individual Instruction | 6 |
| Academic Achievement | 2 |
| Individual Needs | 2 |
| Individualized Instruction | 2 |
| Motivation | 2 |
| Reinforcement | 2 |
| Student Needs | 2 |
| Teaching Methods | 2 |
| Behavior Change | 1 |
| Class Size | 1 |
| Classroom Environment | 1 |
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Source
| Psychology in the Schools | 6 |
Author
| Adelman, Howard S. | 1 |
| Airasian, Peter W. | 1 |
| Cassidy, Ann M. | 1 |
| Feshbach, Seymour | 1 |
| Levenkron, Jeffrey | 1 |
| Lipe, Dewey | 1 |
| Stoppleworth, Leland J. | 1 |
| Vukelich, Carol | 1 |
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Peer reviewedAirasian, Peter W. – Psychology in the Schools, 1972
Nongraded diagnostic progress tests, individualized remedial procedures, and criterion-referenced grading standards were utilized in an effort to help all students attain final course mastery. The strategy enabled 80percent of the students to attain final course mastery. (Author)
Descriptors: Evaluation, Feedback, Individual Instruction, Learning
Peer reviewedStoppleworth, Leland J. – Psychology in the Schools, 1974
The consequences that follow behavioral performance play an important part in operant learning theory. This article asks if special educational practice take into consideration the possibility that the performance of deficient behavior may, in fact, have reinforcing consequences for some handicapped individuals. (Author)
Descriptors: Individual Instruction, Learning Theories, Reinforcement, Social Reinforcement
Peer reviewedLevenkron, Jeffrey; And Others – Psychology in the Schools, 1974
This article attempts to determine whether contingent access to a tutor would serve to motivate more positive academic behavior. Subjects were 16 fourth-graders. Results indicate that contingent application of individual tutoring did, indeed, increase academic performance in 15 of the students. (Author/HMV)
Descriptors: Academic Achievement, Behavior Change, Elementary School Students, Individual Instruction
Peer reviewedCassidy, Ann M.; Vukelich, Carol – Psychology in the Schools, 1977
Approximately 120 children were divided by sex and randomly assigned to one of four groups which varied from one another only in size. Group size was found to affect significantly the children's performance, with one to one instruction resulting in the greatest gains. (Author)
Descriptors: Class Size, Group Dynamics, Group Instruction, Individual Instruction
Peer reviewedFeshbach, Seymour; Adelman, Howard S. – Psychology in the Schools, 1971
The authors describe the general conceptualization of personalized instruction that has evolved with the program and suggest some implications for future investigations of the impact of such a personalized program. (Author)
Descriptors: Academic Achievement, Classroom Environment, Disadvantaged Schools, Disadvantaged Youth
Peer reviewedLipe, Dewey; And Others – Psychology in the Schools, 1972
Descriptors: Classroom Observation Techniques, Individual Differences, Individual Instruction, Individual Needs
