The Technological Applications Project (TAP) is based on three hypotheses: 1) there are a lot of instructional systems and materials that no one knows about; 2) at least some of what has been created is of the kind and quality that could be used by someone else; and 3) access to these little known materials is difficult in many cases as mechanisms…

A discussion of the use of modules for self-paced learning at Allendale, Michigan. nHB)

Presents guidelines for giving feedback to improve the instructional effectiveness of other people's products and for getting feedback; and considers the subjective human element in both formal expert review, and more intimate colleague feedback. (VT)

About 300 articles and books on individualized learning were read and results tabulated in 18 clusters stressing commonalities of the various individualized instruction systems. (VT)

A pilot study was made of 1) whether distinctive patterns of behavior exist for students of different learning characteristics and 2) whether or not and the degree to which the Individually Prescribed Instruction system succeeds in adapting its instructional procedures to these behavior patterns. (JY)

An evaluation of the successes and failures of performance contracting in a Gary, Indiana, school. (RA)

A brief description of a behavior classification system which plots student behavior against instructional styles. (AK)

The systems approach to instruction is studied through an analysis of the use of this approach by the U.S. Air Force's Air Training Command. An explanation of the USAF Instructional Systems Development (ISD) model is given. (RAO)

Revisits an April 2000 article questioning the relevance and efficacy of Instructional Systems Design (ISD) and comes back to the question of whether ISD is flawed or is the manner in which people are putting ISD into practice the problem. (JOW)

A look at the Center for Cooperative Research with Schools (CReWS), which attempts to spread systems approaches to teaching throughout Pennsylvania. (HB)

A discussion of how a teacher's role in a non-traditional setting must be that of a counselor, guide, philosopher and friend of the learner, and other new skills not now taught in teacher education courses in France. (HB)