Describes a successful alternative elementary school program which provides basic academic and behavioral skills to selected delinquent youth through structured, intensive, and individualized instruction. (JD)

Discusses the need for and use of models in the design and development of instructional materials, providing an overview of the main characteristics of a unit model and three course models: a simple linear model, a refined linear model, and a branched model. (RAO)

Analyses of 212 questionnaires completed by school districts with mainstreaming programs indicated that placement in the regular class did not enhance individualization of instruction for exceptional learners. Placement in the most restrictive educational environment was, however, a good predictor of individualized instruction. (CL)

Application of cybernetic laws and information processing principles suggests that traditional and modern teaching methods are radically incompatible, in the sense that techniques developed in the one cannot be transferred to the other without dislocation of the system as a whole. (Author/WBC)

Discusses the management by objectives principle as it can be usefully applied to individualizing instruction, particularly as it capitalizes on Thota's planning, implementing, and evaluating model. (RAO)

In view of the All Handicapped Children Act of 1975 (Public Law 94-142) it seems just and logical that all children, not only the handicapped, are entitled to an individualized treatment by sports and physical education personnel. (LH)

The Individualized Education Plan--required for each student involved in a Title I program--can provide positive public relations with parents, students, and teachers because it presents an opportunity to communicate on a personal level. (Author/MLF)

By combining interactive learning with active learning, untrained teachers and peer tutors obtain results equal to what trained teachers achieve. Some examples are given based on a successful project in the Philippines and an evolving project in Liberia. (Author/JEG)

Data suggests low-level college algebra students profit more from student pacing in a Personalized System of Instruction course and more advanced algebra students benefit from the extra pressure of instructor pacing. (MP)

Discusses the creation of alternative individualized curriculum and instruction environments and practices in schools and classrooms. Focuses upon: a) defining individualized curriculum and instruction, b) a conceptual model for individualized instruction, and c) a presentation of what can be individualized. (Author/RK)

Explores some cultural implications of education and analyzes and presents positive points of an instructional technique (individualizing instruction) which may serve to counteract the problem. (Author/RK)

Describes a systematic approach for determining how much energy teachers will use in record keeping tasks associated with individualized instruction systems. Evaluates the information benefits that are important enough to warrant investment of teacher record keeping time. (Author/RK)

Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)

Argues that the key to a successful individualized program lies in the teacher's attitude toward each student. Discusses some characteristics of good and bad individualized programs. (Author/JG)