This book is a collection of essays on mastery learning, which is defined as an instructional philosophy that asserts that under appropriate instructional conditions virtually all, rather than some, students can learn most of what they are taught. The articles in this book are based on a symposium. Social scientists were contacted and asked to…

This program takes advantage of the mastery learning strategies, fits the Chicago reading curriculum, and keeps in mind the "facts of life" of urban education. (Author/IRT)

Reviews the nine factors contributing to educational productivity, the effectiveness of instructional techniques (mastery learning ranks high and Skinnerian reinforcement has the largest overall effect), and the effects of psychological enviroments on learning. Includes references and a table. (MD)

Tested the generalizability of the specificity model of environmental action to the domain of mastery motivation in infants. Found that the specificity model successfully predicted that aspects of the environment uniquely related to dimensions of mastery motivation, and that infant sex and temperament mediated the relation of environment to…

Outlines the importance of testing in the Mastery Learning process. Points out that as students demonstrate mastery, the amount of paperwork lessens for teachers. (MD)

A basic task for all teachers is to determine what we mean as mastery of a subject'' and to search for the methods and materials which will enable the largest proportion of our students to attain such mastery. (MM)

Results of a study using mastery learning'', which tested not only the efficacy of the technique but also student attitudes toward the material after attaining mastery''. (SP)

Based on empirical evidence that nearly all students can learn most of what they are taught, mastery learning is recommended as a teaching strategy with the goal of maximum development of student learning potential. The implementation of mastery learning at one junior high is analyzed. (MLJ)

Describes the introduction of the Prescriptive Reading Inventory in an elementary school, outlines its use, and presents several mastery learning theories that support and clarify its use. Concludes by recounting the benefits of the program. (Author/IRT)

Discusses the characteristics of slow learners, learning for mastery, commercially prepared materials for use with slow learners, grouping practices, and parental involvement. (FL)

Although teachers sometimes view mastery learning approaches skeptically, members of the business community are committed to helping spread these approaches. (Author/JM)

A computer program to generate individualized objective test forms for use in a Student Faced Statistics (SPS) course is described. The program features disproportionate sampling from different item domains and enhanced character generation facility for test printing purposes. (Author)

The effects of individualized written feedback, oral group feedback, and no feedback on learning music were evaluated in a study of 80 secondary level students. Findings indicate that oral group information feedback promotes significantly more learning than does individualized written feedback or no feedback. (JD)

Transforms the debate over cooperative learning and Hunter's mastery teaching model by illustrating how both approaches reinforce each other. Mastery teaching synthesizes the most rewarding aspects of traditional expository instruction, while cooperative learning breathes life into that teaching by inviting both students and teachers to become…

Examines a model of the effects of parent-child affective quality and young adolescent sense of mastery on young adolescent oppositional behavior. The model includes direct and indirect effects of parent-child affective quality on those behaviors. Testing with two samples generally supported the hypothesized model. (Author/MKA)