This bibliography is an alphabetical listing of approximately 90 readings on individualizing science instruction. The following wide range of topics is included: audio-tutorial systems, computer-assisted instruction, programmed materials, independent study, audio-taped programs, teaching by contract, experimental projects, and measurement and…

This program, which consists of six volumes, a teaching strategies packet, and audiovisual materials, is based on a model which stresses the importance of identifying and encouraging eight thinking-feeling abilities which all children are capable of developing. The basic goals of the program are concentrated on stimulating growth in these…

An experiment investigated whether adapting to individual differences in a finely-graded, single-skill program improved performance. Three types of item sequences were used. The linear group received the program in its original linear sequence. Each member of the branched group entered the program at the point determined by his performance on the…

Randomly assigned groups of fourth grade students were used to determine the effect of class size upon the learning of ten mathematical objectives. There were 20 groups of one, ten groups of two, four groups of five, and one group of 23 for each of three schools used in the study. Within schools, seven randomly assigned teachers presented the…

This paper reviews the principles, implementation, management, formats, problems, and research in modular instruction. A module is defined as a self-contained, independent unit of a planned series of learning activities designed to help the student accomplish certain well-defined objectives. The learner is able to proceed at his own rate, choose…

The pace of technological change, its impact and influence on human behavior, and predictions as to the state of psychotechnology in 1980 are discussed. The author deals with contributions of behavioral scientists working in military and industrial settings toward solving societal problems. Five topics are emphasized. The rate of technological…

Instructional objectives are rarely supported by the delineation of alternate modalities for achieving those objectives. Both are necessary for the development of an individualized educational program. Learning research suggests nine general criteria for the selection of appropriate modalities: (1) the amount of immediate positive reinforcement…

The purposes of this study were (1) to ascertain the state of the art with regard to cost effectiveness and productivity analyses in education and (2) to develop an appropriate cost effectiveness analytical process model for education. Chapters I through III present a review of the literature on cost effectiveness analysis, cost benefit analysis,…

Evaluation designs are presented for these work components of the Improving Teaching Competencies Program (ITCP): (1) developing, implementing, and evaluating a strategy for disseminating selected ITCP instructional systems in Individually Guided Education (IGE) schools; (2) developing, implementing, and evaluating a strategy for disseminating…

With respect to the preparation of filmed program instruction, considerations involved in the choice between slides and filmstrips are discussed. The considerations of revision, quantity, length, storage, recycling, aspect ratio, change time, random access, and continuous repetition are presented. A comparison of the cost of preparing a master of…

The authors stress mastery criterion as the most important component of the Personalized System of Instruction (PSI). (DE)

A discussion of the reasons for PSI's effectiveness. The key features of the system appear to be three: small steps, immediate feedback, and a unit-mastery requirement. (Author/HB)

This paper relates the characteristics of PSI to current educational trends in society, discusses the theoretical desirability and the practical feasibility of arriving at a "mastery" level of course performance. (Author)

Automated generation and scoring of repeatable tests are a practical necessity in self-paced instruction, where the demand for repetitive testing is great. (Author)

Briefly argues for a broader interpretation of the concept of individualized instruction. Would include various forms of student expression and teacher sensitivity to the intellectual, social, and emotional needs of children as teaching dimensions which can be individualized. (JMB)