IGE Evaluation Phase IV: WDRSD Descriptive Study Final Report. Report from the Project on Evaluation of Practices in Individualized Schooling. [Report No.: WRDCIS-TR-559

Autor/inn/en	Nerenz, Anne G.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	IGE Evaluation Phase IV: WDRSD Descriptive Study Final Report. Report from the Project on Evaluation of Practices in Individualized Schooling. [Report No.: WRDCIS-TR-559
Quelle	(1980), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Style; Curriculum Evaluation; Elementary Education; Grade 2; Grade 5; Individualized Instruction; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Skills; Skill Development; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Programme evaluation; Programmevaluation; Leseunterricht; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Individually Guided Education (IGE) is a complex educational system intended to enable the elementary school to provide an environment where students learn at a rate and in a manner appropriate to their own learning styles. This descriptive study concerns the implementation of the Wisconsin Design for Reading Skill Development (WDRSD), an instructive management system which was created to be compatible with the IGE system. The WDRSD is an objective-based system that provides both structure and substance for an elementary school reading program. The focus is on developing the essential subskills of reading, which once acquired and applied enable students to read successfully. The WDRSD has four fundamental purposes: (1) to identify and describe instructional objectives for the skills which appear essential for competence in reading; (2) to assess individual pupils' skill development status; (3) to manage instruction of children with different skill development needs; and (4) to monitor each pupil's progress. Grades 2 and 5 participated at each school, and data were collected through tests on general objectives of the program, observations, teacher logs, and interviews. Profiles by school for each grade on means of instruction (pacing, grouping, materials, and interactions), time use (allocated, nonapplied, available, and engaged time), and achievement provide a basis for discussing the relationships among variables. (Authors/CJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01