Defines the Personalized System of Instruction (PSI) and explains why and how it can be used effectively to teach undergraduate history. A study guide from a PSI course on the history of Africa is used as an example. Also included is an annotated bibliography of 23 resources describing PSI and how to implement it. (AV)

The Individualized Supplementary Calculus Instruction (ISCI) Program is a computer-based tutorial resource in use on several campuses and by large companies needing to train employees in calculus. Evaluation showed ISCI to be effective, especially with students who report little talent for mathematics. (SD)

Reports on the evaluation of an audiovisual tutorial (AVT) package used in several two-year colleges, finding that the AVT experience has no differential effect on learning for the experimental group. Also discusses basic research problems and offers solutions. (Author/JR)

Discusses the training of teachers, who will be able to create humanistic learning environments committed to mainstreaming (allowing the child to move in an individually prescribed program), within an individualized environment--the Humanizing, Individualizing, and Personalizing Program at the University of Missouri at Columbia. (JM)

Presents observations of a suburban high school, focusing mainly on the educational organization's use of time. Implications of the school's schedule are examined, followed by a discussion of the task of educating as perceived and defined in the school. Considers the study's implications for a model of educational organizations. (Author/JG)

Telelectures, slides, Watts line live interactions, and slide/tape series are among the methods used to provide professional education courses at widely separated locations with an optimum use of the instructor's time at minimum cost. (STS)

The development of the Individualized Study System (ISS) in The Netherlands from 1970 to 1975 is reviewed and a case study for first-year engineering is described. A classification of ISS courses illustrates the complexity of the system, with advice offered on the management of individualized study systems. (Author/LBH)

A literature review identified generic and specialized competencies for teachers of learning disabled, emotionally handicapped, and educable mentally handicapped students. Core competencies included teacher-directed instruction, active academic responding, contingent reinforcement, and adaptive instruction. Specialized competencies for each…

A literature review and the results of a study of 40 preservice elementary education teachers suggest that an individualized, self-pacing program is a more effective approach to providing future teachers with computer literacy than simply requiring them to take a computer course. (KH)

Describes two studies which evaluated procedures supplemental to instructor-set and student-set deadlines in a self-paced psychology course. One procedure required students to report their progress on quizzes, while the other required them to meet all deadlines. Concludes that both measures reduced procrastination through increased pacing rates…

Offers suggestions for using the newspaper to help learning disabled students improve their reading, language arts, and mathematics skills. (ARH)

Indiana spent more than $100 million in past three years on Prime Time, program to reduce class size in the primary grades. Data show that in classrooms with 18 to 22 students, the atmosphere is less hectic, teacher morale is higher, instruction is more individualized, and students (particularly those at risk) are better achievers. Includes five…

Ways are highlighted in which videodiscs can be utilized to individualize the pace of student learning, ranging from concept learning to simulation of client-worker interactions, and to enhance the transfer of new learning from the classroom to beginning professional encounters. (Author/MH)

A case study of an autistic child (now a successfully employed graduate student and author of the article) whose parents and teachers capitalized on her fixations and compulsions by using them in learning activities illustrates how the needs of drive of autistic children can be redirected to motivate successful academic achievement. (CB)

Describes an attempt to teach electronics to disadvantaged high school students in Israel through an instructional method based on guided individual learning combined with laboratory experiments. Discusses the successes of the program in terms of academic achievement, self-learning competencies, laboratory skills, and attitudes. (ML)