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ERIC Number: ED157205
Record Type: RIE
Publication Date: 1978-Mar-27
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Policy Implications of the Instructional Dimensions Study.
Frechtling, Joy A.; Hammond, Peirce A., III
Significant findings concerning the efficacy of individualized instruction techniques and type of instructional setting were generated by this study of Title I programs. Variables for the study were chosen because policy-makers were concerned about them and had the power to do something about them. The variables studied were individualized instructional techniques, teacher training, instructional setting, and costs, but findings concerning teacher training and costs were not reported. On the variable of individualized instruction, the study found that no one practice or combination of practices was more effective. Policy implications of these findings are that no particular approach ought to be required by law. Concerning the variable of instructional setting, findings indicate that where differences in effectiveness were found between "pull-out" instruction and mainstreaming, educational gains in the mainstream setting were always significantly larger. Policy implications of these findings are not sweeping because the study did not cover a representative sample of districts and because mainstreaming may cause problems for some teachers, yet the findings can be used to stimulate further thinking on how to provide mainstream instruction. Finally, data suggest the tentative conclusion that at least in some classrooms in some districts, Title I is helping children learn. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Elementary Secondary Education Act Title I
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Ontario, March 27-31, 1978)