Two proponents of the precision teaching approach to teaching the handicapped discuss such principles as: the problem of partial application of the method; relationship to behaviorism; relationship to experiential learning; and the importance of fluency in task performance, mastery learning, and recordkeeping. (DB)

Investigates the cognitive and affective student learning outcomes of 16 semesters of a mastery learning approach in teaching business and distributive education classes. Concludes that mastery learning does produce successful learning experiences for at least 80% of the students. Provides mastery learning teaching strategies. (SRT)

Discusses R. Slavin's best-evidence synthesis method as an alternative to traditional meta-analysis and review techniques. Explains the inherent weaknesses of the technique Slavin uses and how the techniques can be misused. (RB)

In response to an interviewer's questions, internationally recognized educator Benjamin S. Bloom states his beliefs about the effectiveness of proposed educational reforms and argues for increased experimentation, greater stress on higher mental processes, the adoption of mastery learning, new research efforts, and more effective commitment to…

Specific procedures for assessing a handicapped student's mastery level within a continuum of mathematics skills are described, and analysis of error patterns discussed. (CL)

In this study social work instructor and student reactions to a behavioral instructional method called mastery learning were examined using qualitative methods. Mastery learning utilizes additional learning time and repeated testing opportunities to increase student learning. Students rated how helpful seven instructional elements of mastery…

Urges accurate assessment of program implementation and the determination of student performance in areas not measured by achievement tests. Offers indicators of hard-to-measure levels of achievement in teachers and students, as they have been developed in the Johnson City, New York, Public Schools' mastery learning approach. (JW)

The overall effects of cues, participation, and corrective feedback on classroom learning are estimated. The constancy of effects of these instructional qualities were explored across characteristics of students, and educational and contextual conditions. The results confirm the Dollard-Miller-Carroll-Bloom theory that has evolved during the past…

Focuses on keys to managing a mastery learning model of instruction. (AEA)

After the introduction of outcome-based instruction, students in Red Bank (New Jersey) schools achieved significantly higher scores in the required statewide tests. (MLF)

Fuller, physicist, educator, and director of the University of Nebraska's ADAPT (Accent on Developing Abstract Processes of Thought) program discusses ADAPT in terms of its interdisciplinary, reasoning skills, and mastery learning orientation; university support; plans; student testing; achievements; and faculty training in Piagetian theory.…

An effective competency based teacher education instructional system should be able to determine the competencies necessary for teacher effectiveness, design reliable assessment instruments, and gear instruction to individual student capabilities. (JN)

Suggests replacing academic failure with a system in which the teacher explains standards of coursework to students, enabling them to work toward a specific grade or to receive an "incomplete" if they fail to meet minimum expectations. Benefits of such a system are outlined. (SJL)

Mastery learning sounds promising but problems arise when its practical application is attempted in the classroom. (Author/JM)

In this interview with Executive Editor Ron Brandt, Bloom answers criticisms of mastery learning and explains why he believes it is so important. (Author/JM)