Provides guidelines for effective peer, teacher, and self-evaluation of student writing. (MM)

Focuses on modifying personalized systems of instruction (PSI) by using competency unit testing instead of mastery testing. The algebra service courses at the University of Arizona are described. Includes data on student achievement. (MNS)

Suggests that second language programs are set up to meet the needs of language teachers, rather than learners, which accounts for the widespread failure rate among students learning a second language. (EKN)

Selected aspects of a self-paced chemistry program are described. These include student selection, supervision requirements, and grading indicating that student selection is the key to a successful program. Also points out that quality/quantity of learning (determined by testing) is comparable to traditional lecture courses. (Author/JN)

The assumption that student groups, as they customarily operate in most classrooms, facilitate the development of critical thinking is challenged as being false. Examined in order to support the thesis are two typical characteristics of classroom life--the norms of pedagogical control and authority knowledge. (Author)

Presents abstracts of 17 documents from "Resources in Education" on programed instruction, personalized system of instruction, and computer-assisted instruction. (PD)

The problems used in the Second Annual Computer Problem Solving Contest are presented. There are three groups of five problems, which corresponded to Elementary, Junior, and Senior contest sets. The contest questions are seen as interesting for individual study, and potentially useful to teachers of computer programing. (MP)

Provides a summary of essential characteristics of the Personalized System of Instruction (PSI) and Programmed Logic for Automated Teaching Operations (PLATO) educational computer system. Considers future of the computer based education which effectively combines PSI with computer assisted instruction. Discusses current status and future use of…

Continuous progress education is designed to relate to the special interests, needs, and abilities of each individual learner. A curriculum responsive to the needs of early adolescents would include the elements of content organization, learning activities, time allocations, student assessment, staff and materials development, and budget. (JN)

Twelve suggestions are made for motivating students in self-paced business education programs. They are divided into three sections: (1) program design and organization, (2) grading, and (3) communication/public recognition. (CT)

Cautions that teaching manuals preclude a teacher's instinct for individualized teaching, and addresses the issue of what teachers need to know about language, culture, and learning for effective reading instruction. (HTH)

Describes Florida's Approach to Competency-Based Individualized Teaching (FACIT), which is a learning system designed to provide vocational educators with the knowledge and the skills to implement and manage an individualized, competency-based instructional delivery system. (SK)

Compares an individualized audiotutorial (IAT) approach to teaching biology to ninth-grade students with the more commonly employed frontal classroom-laboratory (FCL) method. Indicates the IAT method was effective in increasing achievement and motivation in Israeli kibbutzim junior high school science students. (MP)

Describes the Senior Adult Volunteer Program of the Howard County, Maryland, public school system, which brings older adults and middle school students together in a tutoring situation. Reports that the program has produced student gains in both the cognitive and affective domains. (FL)

When applied to values education, the personal computer provides interactions that promote reflective analysis while ensuring discretion and psychological safety. (Author)