Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad…

Presents an excerpted lecture given by Fred S. Keller, who discusses the nature of personalized instruction (PSI), how MIT began, and PSI experiences at the Massachusetts Institute of Technology (MIT). Keller also comments on the implications of MIT experiences for educational reformers and provides his views on related issues. (JN)

Describes two projects at Oregon State University that provide training to faculty in instructional development techniques. (Author)

Five aspects of applying the ATI concept are presented: (1) implementation methodology (steps in the process), (2) procedures for selecting appropriate independent and dependent variables, (3) data analysis procedures, (4) alternative module design and development guidelines, and (5) module assignment guidelines. (Author/JEG)

In a technologically advanced, media-saturated culture, children are often confronted with realities that are as disturbing as they are real. Educators search for ways to deal with events that are so compelling that everything else drowns in the tide. They search for ways to bring these events into the learning environment in a manner that is…

Reports heuristic observations on how to conduct effective instructional development at the college level. Based on a 2-year study of instructional development at four major universities, the 18 heuristics listed cover objectives, software development, student involvement, relations with faculty, use of models, and management cautions. (BK)

This chapter addresses the relationship between three different approaches to educational improvement--instructional development (ID), organizational development (OD), and faculty development (FD). These three approaches are related to each other using the concept of readiness for innovation, and a spiral relationship is postulated: an individual,…

To help avoid past mistakes in attempts at curriculum and instructional improvement, this article offers five guidelines for secondary school curriculum change and innovation. (DCS)

Contends that, when discrete choice models are taught, particularly the probit model, it is the method rather than the interpretation of the results that is emphasized. This article provides a graphical technique for interpretation of an estimated probit coefficient that will be useful in statistics and econometrics courses. (GG)

This symposium was a working meeting to develop an agenda for future action in education regarding videodisc technology. Following an introduction, three major presentations are provided: "An Introduction to Videodisc Technology" (Ronald W. Nugent); "Videodisc Applications and Implications for Education" (Orbry Holden); and "Planning Videodiscs in…

The recent conservative trend in educational policy is addressed in this paper which begins with a description of 10 specific types of threats to the instructional development movement that can evolve from an excessively conservative environment. These threats are named as follows: (1) scapegoat; (2) baby-with-the-bathwater; (3) chronological…

This literature review discusses the nature of instructional development (ID) and the ID movement, and examines the factors affecting the success of ID in higher education, focusing in particular on the organization and implementation of ID programs. The role of ID agencies is discussed and the various characteristics of such agencies are…

A symposium, held at King's Gap Environmental Education Center, focused on art education and art history and provided an opportunity for scholars and leaders in art education to discuss and react to current problems and future directions. All 21 participants prepared and presented papers in the general area of art history. Danielle Rice, Director…

This notebook is designed to help educators who are currently learning to design and present inservice programs, educators who are already inservice providers but who might benefit from an overview of inservice theory, and educators who are hiring, supervising, or evaluating inservice providers. It is divided into three parts: (1) Introduction and…

At McCook Community College (MCC) in Nebraska, a teachers' guide was developed to introduce the goals and processes of outcomes-based learning (also termed competency-based education and mastery learning) to the college faculty. Several procedures were used: a review of the literature, an analysis of two previously existing manuals, and a review…