A systems approach was applied to the development of a multimedia computer managed course in college physics for the U. S. Naval Academy by the New York Institute of Technology with funds provided by the U. S. Office of Education. The experience in the construction of the program is incorporated into a course development model to serve as a…

Reading instruction aims at developing meaning and understanding; achievement of its goals depends on the continuous, consistent, and systematic evaluation of all aspects of a reading program. Since isolated skills have little value unless related to some pattern with built-in, designated levels of achievement, reading should be taught as a…

This report, conducted at the University of Victoria, Canada, presents an overview of the results of a 4-year study to individualize instruction within an introductory Educational Psychology course. Emphasis is placed on written source material, specific instructional objectives given to the student, testing on small units, testing when students…

The study was concerned with the formation of grouPs of students and specifically addressed the problem: Can a computerized Procedure be developed which assigns students to instructional groups, which maximizes the homogeneity of these groups when this homogeneity is based on relevent student learning characteristics, and which takes account of…

A model is presented which incorporates certain features lacking in many schemes: it proceeds in a systematic manner; it addresses the interaction of cognitive processes and instructional task demands; it provides for continuous evaluation and modification; and it deals with measurable behaviors. It is divided into three components adapted from…

The John Ball Zoo School was created during the summer of 1973 in an effort to develop a more stimulating educational program for talented sixth-graders. It uses "structured freedom" and individualized instruction to teach the basic skills expected of all sixth-graders and environmental studies. (Author/IRT)

Describes the use of the Personalized System of Instruction (PSI) method in an undergraduate process dynamics and control course. Includes grade distribution data and student questionnaire results. (MLH)

Two experiments involving geometry, statistics, and integers are presented. Practical problems of using individualized instruction are discussed as well as long-term benefits to students. (MP)

Three cases of successfully mainstreaming children with physical handicaps and mild retardation are described. (JD)

The use of the Keller Plan for pharmacy students at the University of Tennessee is reported. A course description is offered, teacher workload reviewed, and suggestions made for using the method in small-group courses in medical schools. (LBH)

Questions are posed concerning the "back to basics" movement and rural schools. (KR)

Goals of a learning center for the severely handicapped should include individualized instruction (both academic and nonacademic); student independence; and increased self-control, attention span, and concentration. An aide should supervise the center, while the teacher provides individualized instruction. (JC)

States that individualization in instruction can offer environments for learning where (1) the conditions for learning can be matched with the learner characteristics; (2) self-paced instruction can let students learn at their own speed; and (3) the structure can be studied, refined, and adapted to a changing student population. (MB)

Teachers at Briarwood High School, East Point, Georgia, are now using a computer as an aid in teaching vocational typewriting on an individualized basis. The computer displays individual students' standings and constructs individual tests. Students work at their own pace and the teacher provides help and guidance as required. (MF)