The individualized instructional model used is based on fixed-content, variable time, and fixed proficiency. Flowcharting is retained along with decision tables as part of the training. Top-down modular design is introduced when students are well advanced. Five tasks are identified for use in one individualized system. The first three involve…

Individualization of instruction for the learning-disabled and/or behavior-disordered student is considered a must. Contract teaching, a programed type learning plan, is described in five basic steps. Numerous effective learning experiences are possible. (EB)

The authors cite adult learning research and their experience with a three-year pilot program conducted by the University of Nebraska and the Nebraska State Department of Education to support their contention that vocational agriculture inservice teacher education should be individualized. Seven principles of individualized inservice teacher…

An approach for developing competencies in media with a student centered, multimedia approach using modular learning units is described. (Author)

The advanced typewriting course (for college students) effectively provided for individual differences through the use of proficiency tests, pretests, learning assignment units at three student-selected levels, timed tests, and individual pacing. (MS)

A collection of reactions to and discussions of legal education are presented, which constitute a critique of the liberal arts orientation of law schools, and proposals are made for making law school more practitioner oriented. (JT)

Examines the role of the college student as an active decision-maker in instruction. Eight variables (pacing, reinforcers, contingencies, sequencing, mode, feedback, content and objectives, and discriminative control) are described and discussed in the context of student choice, and issues which student choice highlights are examined. (Editor/JT)

A look at a math program at Burlington Community College designed to insure competencies and reduce the attrition rate in the program. (HB)

Lists the disadvantages of having required courses and suggests alternatives dealing with behavioral objectives, problem-solving, individualized instruction and a portfolio replacing grades. (LS)

Seventeen studies of self-paced instruction in algebra, geometry, trigonometry, and college mathematics courses are reviewed. In general these studies did not find the individualized programs to be superior to theregular instruction with which they were compared. (SD)

A program in which Spanish-speaking high school students were taught basic number skills is described. The program was individualized, and used a variety of activities and materials. (SD)

The article presents a revised model for individualized mathematics programing for the learning disabled adolescent. (PHR)

TESTER, a computer program which produces individualized objective tests from a pool of items, is described. Available in both PL/1 and FORTRAN, TESTER may be executed either interactively or in batch. (Author/JKS)

Performance on high and low level objective test items were compared for two groups of business writing students. Students in individualized classes with one teacher for 50 students did as well on high level tasks as did students in traditional classes with one teacher for 25 students. (Author/GDC)