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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ368282
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Steering Groups, Leveling Effects, and Instructional Pace.
Burns, Robert B.
American Journal of Education, v96 n1 p24-55 Nov 1987
A yearlong study of two mathematics teachers demonstrates that considerably more assignments were completed under a student-paced approach than under a teacher-paced approach. Pupils in the student-paced classes had higher levels of achievement; high-ability students demonstrated no gain under teacher-paced conditions. (Author/BJV)
Descriptors: Academic Achievement, Assignments, Mathematics Instruction, Outcomes of Education, Pacing, Teacher Student Relationship, Teaching Machines, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A