Describes a self-paced, mastery-oriented introductory physics course offered at Cornell University which incorporates aspects of audio-tutorial instruction and the Personalized System of Instruction (PSI). (SL)

A teacher center serving ten small school districts emphasizes reinforcing teachers' skills in classroom management, individualized instruction, and teacher-made classroom materials. (JD)

The IDECC system of competency-based instruction in distributive education, a curriculum ready for use by teachers, is described with regard to its advantages, its basic component--the Learning Activity Package (LAP), and its development by an eleven-state consortium--Interstate Distributive Education Curriculum Consortium (IDECC). (JT)

Standardized assessment instruments provide data less useful for decision making in infant intervention programs than continuous assessments of progress by which infants' responses to specific treatment cues or situations are monitored daily. (GW)

An individualized course in clinical psychiatry is described from a philosophical and operational standpoint. Features of the course include programed instruction, behavioral objectives, criterion-referenced mastery level evaluations, contracting for grades, and utilization of small-group discussions. Attention is on advantages and problems of new…

A discussion of the implementation of peer tutoring programs in the elementary school with emphasis on the choice of tutor, tutor training, and supervision of the tutoring pair. Advantages of peer tutoring are outlined. (GO)

Defines the Personalized System of Instruction (PSI) and explains why and how it can be used effectively to teach undergraduate history. A study guide from a PSI course on the history of Africa is used as an example. Also included is an annotated bibliography of 23 resources describing PSI and how to implement it. (AV)

The Individualized Supplementary Calculus Instruction (ISCI) Program is a computer-based tutorial resource in use on several campuses and by large companies needing to train employees in calculus. Evaluation showed ISCI to be effective, especially with students who report little talent for mathematics. (SD)

Reports on the evaluation of an audiovisual tutorial (AVT) package used in several two-year colleges, finding that the AVT experience has no differential effect on learning for the experimental group. Also discusses basic research problems and offers solutions. (Author/JR)

Discusses the training of teachers, who will be able to create humanistic learning environments committed to mainstreaming (allowing the child to move in an individually prescribed program), within an individualized environment--the Humanizing, Individualizing, and Personalizing Program at the University of Missouri at Columbia. (JM)

Presents observations of a suburban high school, focusing mainly on the educational organization's use of time. Implications of the school's schedule are examined, followed by a discussion of the task of educating as perceived and defined in the school. Considers the study's implications for a model of educational organizations. (Author/JG)

Telelectures, slides, Watts line live interactions, and slide/tape series are among the methods used to provide professional education courses at widely separated locations with an optimum use of the instructor's time at minimum cost. (STS)

The development of the Individualized Study System (ISS) in The Netherlands from 1970 to 1975 is reviewed and a case study for first-year engineering is described. A classification of ISS courses illustrates the complexity of the system, with advice offered on the management of individualized study systems. (Author/LBH)

A literature review identified generic and specialized competencies for teachers of learning disabled, emotionally handicapped, and educable mentally handicapped students. Core competencies included teacher-directed instruction, active academic responding, contingent reinforcement, and adaptive instruction. Specialized competencies for each…

A literature review and the results of a study of 40 preservice elementary education teachers suggest that an individualized, self-pacing program is a more effective approach to providing future teachers with computer literacy than simply requiring them to take a computer course. (KH)