An Examination of the Socio-Economic Implications of the Adoption of Individually Prescribed Instructional Systems by School Systems. Final Report.

Autor/inn/en	Simmons, James C.; Garvue, Robert J.
Institution	Florida State Univ., Tallahassee. Dept. of Educational Administration.; Florida State Univ., Tallahassee. Inst. for Social Research.
Titel	An Examination of the Socio-Economic Implications of the Adoption of Individually Prescribed Instructional Systems by School Systems. Final Report.
Quelle	(1969), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Continuous Progress Plan; Differentiated Staffs; Elementary Education; Individualized Instruction; Public Schools; Rural Urban Differences; School Districts; Secondary Education; Socioeconomic Influences; Year Round Schools + Suchen Sie Ihr Suchwort? Elementarunterricht; Individualisierender Unterricht; Public school; Öffentliche Schule; Stadt-Land-Beziehung; School district; Schulbezirk; Sekundarbereich; Sozioökonomischer Faktor; Year round school; Year-round school; Year-round schools; Ganzjahresschule
Abstract	This paper presents findings from a study of the social and economic effects of adopting individually prescribed instruction programs by elementary and secondary schools in Florida. Study procedures involved: (1) Visitation of schools, rural and urban, where IPI had been adopted experimentally, and discussion of the system with specialists in IPI; (2) comparison of IPI and current systems so that the major differences might be isolated; and (3) interviews with community leaders, heads of public agencies, specialists in education, and others in both rural and urban areas to obtain views about possible consequences of IPI on individuals and on the community at large. This report divides the subject into three main areas central to a program of IPI: (1) A continuous year-round school program, (2) differentiated staffing, and (3) individual rate of student progress. Difficulties envisioned by the communities are discussed and recommendations made. A 27-item bibliography is included. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC