An Interpretive Study of Individualized Instruction in the Schools: Procedures, Problems, and Prospects. A Final Report.

Autor/inn/en	Briggs, Leslie J.; Aronson, Dennis T.
Titel	An Interpretive Study of Individualized Instruction in the Schools: Procedures, Problems, and Prospects. A Final Report.
Quelle	(1975), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Educational Planning; Elementary Education; Individualized Instruction; Program Administration; Program Descriptions; Program Development; Program Evaluation + Suchen Sie Ihr Suchwort? Lösungsstrategie; Bildungsplanung; Elementarunterricht; Individualisierender Unterricht; Programmplanung; Programme evaluation; Programmevaluation
Abstract	This report investigates the concept of individualized education both from a descriptive view of its general features and purposes and from an analytical view of specific components in such systems, identifying the component steps necessary for planning and implementing individualization. Chapter one deals with the importance of individualized instruction in terms of problems facing the nation's schools and in terms of public expectations of the schools. Chapter two investigates the salient features of three nationwide programs (Program for Learning in Accordance with Needs--PLAN*, Individually Prescribed Instruction--IPI, and Individually Guided Education--IGE). These three programs are the most highly organized, widely disseminated efforts in public elementary school individualized education, and together contain most of the elements in any individualized system. Chapter three describes the programs of nine selected schools, some of which were locally developed, and some of which were a mixture of local and national programs. Chapter four lists and describes critical aspects of planning, implementing, and evaluating systems of individualization. Chapter five examines problems involved with the individualization process--problems of individual schools in a system trying to "go it alone," problems of record keeping, community support, scheduling, team teaching, learning environments, and funding. The final chapter presents reflections on the study, recommendations, and general conclusions on the philosophy of individualization. An annotated bibliography, a list of schools and programs studied, and a description of project procedures are appended. (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC