PERHAPS THE MAJOR PROBLEM IN TASK ANALYSIS FOR INDUSTRIAL TRAINING IS TO DETERMINE WHAT TO DESCRIBE AND ON WHAT LEVEL OF DETAIL. MANY DIFFERENT LEVELS OF DESCRIPTION MAY BE NEEDED TO ESTIMATE THE COST OF INADEQUATE PERFORMANCE TO A SYSTEM AND THE PROBABILITY OF ADEQUATE PERFORMANCE WITHOUT TRAINING--THE PROBLEM OF IDENTIFYING DIFFICULT COMPONENTS…

Prepared specifically for the Denver Public Schools, this manual nevertheless provides some of the basic understanding required for the proper execution of educational planning based upon PERT/CPM techniques. The theory of PERT/CPM and the fundamental processes involved therein are elucidated in the first part of the manual while the operating…

The Harvard-Yale-Columbia Intensive Summer Studies Program (ISSP) was established in 1965 to prepare students from predominantly black and selected southern white colleges for graduate study in the arts and sciences, law, medicine, and related fields. In 1966, 59% and in 1967, 71% of the ISSP class went on to graduate school. The original plan…

A program of individually prescribed reading instruction is described. The model to provide for this individualization consists of the following components: (1) sequentially established curricular objectives stated in behavior terms, (2) a procedure and process for diagnosis of achievement in terms of the objectives, (3) the necessary materials…

This report describes research on the Curriculum Information Network (CIN) paradigm for computer-assisted instruction (CAI) in technical subjects. The CIN concept was first conceived and implemented in the BASIC Instructional Program (BIP). The primary objective of CIN-based CAI and the BIP project has been to develop procedures for providing each…

Eighty college students with no computer programing experience were the subjects of a study to determine the effects of the use of advanced organizers and subject control of instruction on performance. Students either received a logical or a scrambled sequence of instructional frames on computer programing, were either allowed to alter the order…

This detailed curriculum guide has been compiled as a sequential framework for teaching the language arts from first grade through twelfth grade. Following a language arts skills chart for elementary grades, the guide outlines learning programs for the specific skills of spelling, language, grammar, listening, composition, handwriting, reading and…

The paper addresses itself to the R-L-L Curriculum Model as developed by this Title III ESEA Project. The elements of the model are described: 1) The educational purposes or objectives as defined within the scope of the basic activities of man; 2) The learning experiences necessary for the behavioral objectives stated in terms described by Mager;…

How linguistic principles can be incorporated into reading instruction was shown by examining the interrelationships of certain linguistics ideas to learning to read. First, the acquisition of oral language was discussed as to the developmental stages: phonological, morphological-lexical, and syntactic. It was suggested that reading instruction…

This study defined a type of information-processing task analysis and an index relating different instructional sequences to this analysis. One hundred sixty-four college students were taught, with computer-assisted instruction, an imaginary science by various instructional sequences or by selecting their own sequence. A program-controlled…

This is the second part of a teaching guide described in SO 000 195. "A series of inquiry plans for the systematic development of learning and thinking skills are provided." (SBE)

The latest computer-based instruction (CBI) systems are technically feasible and can teach a variety of subject areas to students ranging in grade level from kindergarten to college. However, CBI is still largely in the research and development state. There are few, if any CBI systems in regular operational use. As a consequence, there is little…

A step-by-step exposition is presented of the manner in which the systematic application of the principles of instructional design can lead to sequential learning. Following an introduction to systematic instructional design, the second and third chapters of the book discuss a systems model of the classroom and the setting of objectives for…

Many secondary school students, poor in reading and writing skills and disinterested in academic programs, evince boredom and often distract other students and teachers with disruptive behavior. Since routine reprimands or punishments prove irrelevant and outside assignments are usually ignored, a series of resource units for teachers of low track…

This document, third in a series of 11 subvolumes of a handbook prepared to provide training for educational research and development personnel in the development of instructional materials, deals with the task of sequencing and grouping criterion behaviors. Document content is arranged according to the steps involved in performing the task. This…