Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

Presents specific guidelines for designing instructional programs that will be delivered on microcomputers so that these programs will use the capacity of the microcomputer system in a way that will develop in learners a range of cognitive skills and help learners to evolve useful learning strategies. (Author)

Described is the concept of Benjamin Bloom's Mastery Learning as a teaching method. The author concludes that, by its very definition, Mastery Learning cannot be superimposed on traditional education. (KC)

Describes an electrical wiring class taught in a Florida prison by one of the inmates. The class progressed from a lecture format to one of individualized instruction, with some of the more advanced students helping the others. This led to increased self-esteem on the part of the students, which was the biggest success of the program. (JOW)

Describes an individualized system for teaching both typing and shorthand to nontraditional students. Describes the program's organization, including the use of audiovisual materials and a secretarial science laboratory. Students can learn at their own rates, consult with an instructor whenever necessary, and compete only with themselves. (CT)

Resource room teachers, special educators, and regular education teachers participated in a federally funded inservice training program designed to analyze teacher needs related to instructional aspects of the Individual Education Program (IEP). (MER)

Describes a study designed to determine whether students with different personality types react differently to different educational games and simulations. The thinking-feeling dimension of the Myers-Briggs Type Indicator was used to type a group of graduate students who participated in seven simulation games and simulations. (Author/LLS)

Describes experiment using the Personalized System of Instruction (PSI method) for teaching French literature at the undergraduate level. Presents method, grading procedures, and sample unit. (BK)

Describes how Coca-Cola's training department identified problems in the use of a video training package and made improvements that expanded the potential of the corporation-wide training network. (SK)

A student at Empire State College of the State University of New York studying under a mentor like Sharon Villines is likely to get college credit in a wider variety of subject areas than a candidate for a traditional bachelors degree. (MM)

Three institutions in Ohio now stress hydrotherapy and water recreation as important parts of individual educational programs for the handicapped. Specially designed and adapted pools provide freedom of movement and ego building as well as physical education and recreation. (Author)

Examines the behavioral patterns of high, average, and low achievers in first-, second-, and third-grade classrooms implementing an individualized instructional strategy. Time spent on independent work, interaction patterns/achievement level, and the implications of this research for teachers and instructional developers are discussed. (RAO)

A technique for analyzing patterns within a social system and how the classroom teacher can work toward a better understanding of student interaction is presented. A functional analysis of individually prescribed instruction is provided to illustrate eufunctional and dysfunctional elements within one particular teaching strategy. (Author)

Teachers should develop a communication system in order to gather performance information on handicapped students entering a regular classroom. (JD)

Discusses evaluation methods in two individualized language instruction programs: the Personalized System of Instruction (PSI), and the Self-Instructional Language Programs (SILP), both of which follow the model set by the National Association of Self-Instructional Language Programs (NASILP). (AM)