Presents an overview of the revitalized emphasis on individualized instruction and competency based education as a means extending existing on-campus college and university programs to adult students in an off-campus format, and discusses current operating models of individualized instruction. (Author)

Results of tests administered after one year of college chemistry do not reveal significant differences between students enrolled in the Keller plan of personalized instruction and those students in traditional lecture-discussion instruction. (CP)

A brief description of the operation of Euclid (a theorem-proving computer program written by the author) is given and directions to be taken in its continuing development are indicated. (MN)

Reviews the use of the Personalized System of Instruction (PSI) in engineering education. (SL)

Fills the cells of a 3 X 3 matrix with individualized tasks. One dimension is based on Bruner's three modes of learning, the other on Bloom's recall, application, and creativity levels of abstraction. Using the grill, a self-instruction approach to learning is described. (CP)

Discusses three basic assumptions from which individualized instruction is derived and three critical attributes which can define it. Some problems accompanying the development of individualized instruction are considered and five signs of educational development resulting from the use of individualized instruction are outlined. (RK)

It is impossible for individualization of instruction to occur unless the subject-centered curriculum is replaced by a child-centered curriculum structure. This new structure radically alters the teacher's role. Instead of presenting drilling, and questioning, the teacher acts as a guide, helper and resource person. (Author)

The development of a course curriculum for generic competencies in teacher education is reported with focus on a sequence of learning laboratories or modules consisting of both a pre- and post-test and a statement of the specific content objectives for that lab. Implementation at the University of Houston is described. (LBH)

Four studies examined the importance of student proctors and mastery performance in Personalized System of Instruction (PSI) programs. Results of the studies indicate that students will generally perform at the required level and that mastery of unit content is the most important element of PSI systems. (Author/AV)

The Defense Language Institute Foreign Language Center has conducted workshops in instructional technology as they relate to the teaching of foreign language through individualization. The content and scope of the workshops on instructional technology and criterion-referenced instruction are discussed. (SW)

Positive, though not definitive, results were obtained in a study conducted to determine if one semester of individualized instruction is enough time to cause a shift toward internal locus of control in students, and to create a more realistic appraisal of their ability to control success in the academic environment. (RT)

Describes the use of computer-generated testing to provide the immediate feedback aspect in a Personalized System of Instruction (PSI) course with large enrollment and only a limited number of teaching assistants available. (SL)

Reports that both "good" and "poor" students benefited from the "Personalized System of Instruction" in a news writing course. (RL)

Suggests that individualized science curricula do not provide elementary school age children with the direction, diversity of experiences and depth of learning which they need. (CP)

An individualized mathematics program for eighth graders is described. The program includes the use of diagnostic testing, individual learning prescriptions, commercially-prepared materials, weekly progress checks, and three instructors. (MN)