ERIC Number: ED025149
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
Programed Instruction; the Sixty-Sixth Yearbook of the National Society for the Study of Education. Part II.
Lange, Phil C., Ed.
A yearbook for the use of educators, administrators, and the lay public was developed around three broad aspects of programed instruction: its foundations in past methods, program development procedures, and current issues and problem areas. Instruction is rigorously defined as the deliberate manipulation of an individual's environment to enable him to learn to emit or engage in specified behavior under specified conditions. The historical basis of programed instruction is traced from the Socratic method and a grounding in behavioral analysis. The process of instructional programing, a discussion on behavioral analysis and sequencing, and the uses of empirical testing in all development phases are presented. A prime issue in programed instruction--what and how much shall be taught by what method--and problems facing the instructional programer are examined. The implementation of programing principles in the elementary-school project, Individually Prescribed Instruction (IPI), is evaluated to show the need for restructuring the curriculum and the instructional system to take cognizance of the principles as well as the methods of programed instruction. Reasons for past failures with teaching machines are examined. Finally, anticipated future developments in programed instruction are considered. Material on the National Society for the Study of Education is appended. (JY/MT)
Descriptors: Behavioral Science Research, Computer Assisted Instruction, Curriculum Development, Educational Technology, Feedback, Instruction, Instructional Innovation, Material Development, Programed Instruction, Programed Instructional Materials, Programing, Programing Problems, Sequential Approach, Teaching Machines, Teaching Methods, Yearbooks
The University of Chicago Press, 11030 South Langley Ave., Chicago, Ill. 60637 ($5.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Society for the Study of Education, Chicago, IL.
Identifiers: National Society For The Study Of Education; Project Individually Prescribed Instruction