A Study of the Characteristics of Effective Individualized Instruction Programs. [Report No.: EERI-76-402-10

Autor/inn/en	Wright, Calvin E.; Kim, Yungho
Institution	Educational Evaluation and Research, Inc., Menlo Park, CA.
Titel	A Study of the Characteristics of Effective Individualized Instruction Programs. [Report No.: EERI-76-402-10
Quelle	(1977), (206 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Annotated Bibliographies; Class Organization; Compensatory Education; Criterion Referenced Tests; Demonstration Programs; Diagnostic Teaching; Educational Objectives; Elementary Education; Elementary School Mathematics; Evaluation Methods; Individualized Instruction; Individualized Programs; Individualized Reading; Instructional Materials; Literature Reviews; Models; Norm Referenced Tests; Program Descriptions; Program Effectiveness; Program Evaluation; Research Problems; Standardized Tests; Success; Teaching Methods + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bibliography; Bibliographies; Bibliografie; Kompensatorischer Unterricht; Diagnostic assessment; Diagnostisches Verfahren; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Elementare Mathematik; Schulmathematik; Individualisierender Unterricht; Individualisierte Ausbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Analogiemodell; Programme evaluation; Programmevaluation; Forschungskritik; Standadised tests; Standardisierter Test; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The characteristics of effective or successful individualized instructional programs were investigated. The work of other evaluators was reviewed and a series of screening criteria were applied in order to identify effective programs. Programs were selected from evaluation reports for their effectiveness and their "popularity." Information about these programs was then obtained, coded, and used to analyze and synthesize findings. On both theoretical and operational levels, successful programs, including written instructional objectives, frequent diagnosis of student learning needs, provision of instruction five times per successful programs, including written instructional objectives, frequent diagnosis of student learning needs, provision of instruction five times per week, self-pacing, the use of a variety of instructional materials, small group or independent study, and small class size. Some instructional features often considered necessary for individualization were not found to be essential, such as small class size, certain grouping patterns, or written individual plans. Assessment procedures were generally commercial, norm-referenced, standardized achievement tests. No highly informative literature was found on the appropriateness of standardized tests or criterion referenced tests for the evaluation of individualized programs. Descriptions of eleven evaluation reports, a list of successful programs, data collection sheets, and a number of tables are appended. (Author/BW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01