Discusses 13 kits of materials featuring mathematics, science, and art content with accompanying instructions for students, which are intended to provide those students with limited reading ability with practice in independent learning activities. (Author)

The study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving. Two of the approaches attempted to stimulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. The equipment approach was superior to non-equipment simulation approaches.…

Describes a new program at Temple Buell College in which courses are designed around specific behavioral objectives, students progress through courses at their own rates and credit, but no grade, is assigned upon completion of the course. (AA)

In a doctoral study at The Ohio State University, the author developed a self-instructional package to provide preservice coordinators with interviewing skills for cooperative education programs. (Author)

Reviews two aspects of research related to audio-tutorial instructional methods. First, the learning theory of David P. Ausebel is summarized and applied to instructional procedures. Secondly, learning time for attainment of concept and knowledge levels is discussed. Concludes that studies are needed on designs based on Ausebel's theory,…

Distinguishes between true programs, which are self-instructional, and pseudo programs, which are not. Stresses importance of language teacher in development of true language programs. Bibliography appended. (FWB)

A study examined the effectiveness of training simulated patients with self-instructional materials. A program of 8 videotapes and 10 sets of written materials was given to 54 trainees. Most felt their competence was increased, and trainers gave simulators with self-instruction higher ratings in evaluating students. (Author/MSE)

Describes an autoremediation (self-remediation) system designed to allow students to diagnose their individual prerequisite deficiencies and then correct them. The system consists of a curriculum diagram, set of diagnostic tests, and a set of slide-tape self-instruction modules. Includes summary of evaluative efforts. (SK)

Makes suggestions for how to choose computerized instructional materials based on the belief that if the subject matter is not inherent in what the student must do, it is not likely to be inherent in the student's thinking. (Author/JM)

Outlines the development of a self-directed manual to aid in building portfolios, and reports on the evaluation of portfolios' effectiveness in presenting competencies. A portfolio of volunteer/unpaid administrative experiences has demonstrated validity and reliability in presenting skills to prospective employers. (Author)

Endorses the view that environmental concerns should feature prominently in the content and activities in science education at school level. Proposes a multidisciplinary approach to biology education and reports on a self-instructional skill training course on methods for teaching environmental education. (CS)