It is impossible for individualization of instruction to occur unless the subject-centered curriculum is replaced by a child-centered curriculum structure. This new structure radically alters the teacher's role. Instead of presenting drilling, and questioning, the teacher acts as a guide, helper and resource person. (Author)

The development of a course curriculum for generic competencies in teacher education is reported with focus on a sequence of learning laboratories or modules consisting of both a pre- and post-test and a statement of the specific content objectives for that lab. Implementation at the University of Houston is described. (LBH)

Four studies examined the importance of student proctors and mastery performance in Personalized System of Instruction (PSI) programs. Results of the studies indicate that students will generally perform at the required level and that mastery of unit content is the most important element of PSI systems. (Author/AV)

The Defense Language Institute Foreign Language Center has conducted workshops in instructional technology as they relate to the teaching of foreign language through individualization. The content and scope of the workshops on instructional technology and criterion-referenced instruction are discussed. (SW)

Positive, though not definitive, results were obtained in a study conducted to determine if one semester of individualized instruction is enough time to cause a shift toward internal locus of control in students, and to create a more realistic appraisal of their ability to control success in the academic environment. (RT)

Describes the use of computer-generated testing to provide the immediate feedback aspect in a Personalized System of Instruction (PSI) course with large enrollment and only a limited number of teaching assistants available. (SL)

Reports that both "good" and "poor" students benefited from the "Personalized System of Instruction" in a news writing course. (RL)

Suggests that individualized science curricula do not provide elementary school age children with the direction, diversity of experiences and depth of learning which they need. (CP)

An individualized mathematics program for eighth graders is described. The program includes the use of diagnostic testing, individual learning prescriptions, commercially-prepared materials, weekly progress checks, and three instructors. (MN)

Describes a self-paced, mastery-oriented introductory physics course offered at Cornell University which incorporates aspects of audio-tutorial instruction and the Personalized System of Instruction (PSI). (SL)

A teacher center serving ten small school districts emphasizes reinforcing teachers' skills in classroom management, individualized instruction, and teacher-made classroom materials. (JD)

The IDECC system of competency-based instruction in distributive education, a curriculum ready for use by teachers, is described with regard to its advantages, its basic component--the Learning Activity Package (LAP), and its development by an eleven-state consortium--Interstate Distributive Education Curriculum Consortium (IDECC). (JT)

Standardized assessment instruments provide data less useful for decision making in infant intervention programs than continuous assessments of progress by which infants' responses to specific treatment cues or situations are monitored daily. (GW)

An individualized course in clinical psychiatry is described from a philosophical and operational standpoint. Features of the course include programed instruction, behavioral objectives, criterion-referenced mastery level evaluations, contracting for grades, and utilization of small-group discussions. Attention is on advantages and problems of new…

A discussion of the implementation of peer tutoring programs in the elementary school with emphasis on the choice of tutor, tutor training, and supervision of the tutoring pair. Advantages of peer tutoring are outlined. (GO)