Three learning models (adaptive mastery, typical mastery, and traditional non-mastery learning models) which employed different criteria for terminating computer-based practice in order to determine mastery or non-mastery of arithmetic skills were compared. The efficiency of two different sequencing arrangements (mixed and clustered) of practice…

The purposes of this study are to develop a valid procedure for teaching students to use behavioral objectives and to determine minimal levels of competence in using objectives. It was hypothesized that when objectives are provided for a unit of instruction, subjects trained to use objectives will score significantly higher on an examination…

The objective of the study is to convince educational researchers of the necessity for "standard mastery curves" for the graphical representation of scores on summative tests for a group of students. Attention is drawn to the study of theoretical and empirical skew curves in education and biology. Use of standard mastery curves and study…

Studied were a self-paced section and a teacher-paced section of an undergraduate educational psychology course. By assessing number of trials to criterion, the investigators concluded that the self-paced method was more effective. (MLH)

Describes a self-paced mastery instructional computer programing course. States the objectives of the course, the way it was conducted, and the method of student evaluation. (GA)

This individualized program has as its main components homework sheets, mastery tests, and progress sheets. (MP)

Lists the instructional features of the Personalized System of Instruction (PSI)--self-pacing, mastery of material, student proctors, motivational devices, stress upon written and spoken work--and describes their use in an introductory psychology course at Black Hawk College. Points out higher level of achievement and higher dropout rate as…

Miami-Dade Community College has developed a computer-based instructional management system called Response System with Variable Prescriptions (RSVP) that is faculty programmed and can cater to any mode of instruction. Uses include prescriptive reading instruction, mathematics instruction, speech instruction, feedback on composition errors, and…

Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)

The mastery approach toward learning drug product information seems to be a useful method to improve a student's knowledge, but the approach requires more faculty time since it is geared toward the individual student. (LBH)

Competing notions of education are reviewed. The progressivist notion is individualistic and aims at self-actualization, whereas the more conservative perspective emphasizes a mechanistic approach in which some students' full potential may not be realized. To accommodate student differences, curricula must be treated as useful guidelines to…

Describes the role and responsibilities of a high school principal in an outcome-based school, drawing from research on the role perceptions of the principalship. Concludes that an outcome-based school environment promotes student achievement and learning, and reduces stress and frustration for the principal. (DMM)

A study of 120 teachers who participated in a staff development program explores the relationship between perceptions shared by effective teachers and teacher attitudes toward implementing new instructional practices. Implications for instructional improvement efforts are discussed. (JL)

To produce maximum learning achievement, parents and teachers can take five basic steps: (1) finding a simple approach to mastery learning; (2) improving learning conditions at the beginning of sequential courses; (3) improving the home study environment; (4) helping students develop "automatic" reading skills; and (5) stressing higher mental…

Research on teaching has begun to concentrate on "product" or student outcomes. Three instructional techniques are important in the analysis of student outcomes: (1) academic learning time, (2) direct instruction, and (3) mastery learning. The author explores the merits of each, reviewing both critics' and advocates' positions. (MD)