Anxiety, Attribute Treatment Interactions, and Individualized Instruction.

Autor/in	Tobias, Sigmund
Titel	Anxiety, Attribute Treatment Interactions, and Individualized Instruction.
Quelle	, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Anxiety; Classroom Techniques; Comparative Analysis; Educational Objectives; Educational Theories; Evaluation; Individualized Instruction; Instructional Materials; Interaction; Psychology; Research; Teaching Methods + Suchen Sie Ihr Suchwort? Angst; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Educational theory; Theory of education; Bildungstheorie; Evaluierung; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interaktion; Psychologie; Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This thumbnail review of the symbiosis between psychology and education is intended to suggest that perhaps those concerned with education have borrowed too uncritically the fashionable topics in psychology. What is of particular concern is the usefulness of the anxiety construct for research and theory dealing with individualized instruction (II), and attribute treatment interactions. Individualized instruction today implies individualization in only one respect: pupils proceed through the same materials, in pretty much the same way, but they do so at their own rate. Individualization of the method of instruction hinges upon the establishment of attribute treatment interactions (ATIs). The major purpose of this paper is to critically evaluate ATI studies in which anxiety has been used at as the attribute variable. A comparison of the distinguishing characteristics of individualized and conventional instructional practices suggests a compelling rationale for expecting an interaction between anxiety and these two instructional strategies: In II, students are required to master a clearcut instructional objective; in conventional instruction, objectives are frequently non-existent and/or vague. Two other studies of this nature were reviewed. All of the studies reviewed are inconclusive regarding ATIs between anxiety and classroom instruction or II. However, the present rationale suggests that such interactions are possible. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01