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Publication Type
Showing 961 to 975 of 1,895 results
Peer reviewedClothier, Grant M. – Theory Into Practice, 1972
Author describes the Cooperative Urban Teacher Education Program (CUTE), developed by the Mid-Continent Regional Educational Laboratory in Kansas City, Missouri, to prepare effective teachers for inner city schools. (CB)
Descriptors: Curriculum Design, Educational Improvement, Inner City, Preservice Teacher Education
Peer reviewedMullins, Mack W. – Theory Into Practice, 1972
Article describes the activities of Region XII Education Service Center which is providing educational services, learning and teaching materials, and pertinent information and technology for flexible practices adaptable to local and regional conditions anywhere in the twelve-county Central Texas area. (Author/CB)
Descriptors: Administrative Organization, Education Service Centers, Educational Change, Inservice Education
Peer reviewedStinson, Robert H. – Theory Into Practice, 1972
Part of the Ontario Institute for Studies in Education, the Western Ontario Field Centre disseminates the ideas and resources of the Institute as well as assists in implementation of programs. (CB)
Descriptors: Developmental Programs, Education Service Centers, Evaluation, Information Dissemination
Peer reviewedFrymier, Jack R.; Galloway, Charles M. – Theory into Practice, 1974
Teacher behavior and curriculum content and organizational schemes must be varied to meet a given youngster's learning needs. (HMD)
Descriptors: Individual Development, Individual Instruction, Individual Needs, Individualized Instruction
Peer reviewedGoddard, Roger E.; And Others – Theory into Practice, 1974
A walking tour of a 535-student open plan elementary school. (HMD)
Descriptors: Elementary School Students, Individualized Instruction, Individualized Programs, Open Plan Schools
Peer reviewedBailey, William J. – Theory into Practice, 1974
To facilitate "personalizing" and individualizing secondary school curriculum, the author presents eight conceptual aspects of individualization and discusses the relationship of these concepts to program design and implementation of an individual learning program. (HMD)
Descriptors: Educational Practices, Educational Theories, Individualized Instruction, Individualized Programs
Peer reviewedGalloway, Mary Anne – Theory into Practice, 1974
The personalizing of the Language Arts instructional program at the Concord High School in Wilmington, Delaware is discussed in terms of a) department organization, b) classroom organization, c) instructional materials, and d) special considerations related to individualizing instruction. (HMD)
Descriptors: Class Organization, Classroom Environment, Individualized Instruction, Individualized Programs
Peer reviewedCooper, John O. – Theory into Practice, 1974
The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)
Descriptors: Behavior Change, Behavioral Objectives, Reinforcement, Student Behavior
Peer reviewedStephens, Thomas M. – Theory into Practice, 1974
Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)
Descriptors: Behavior Change, Behavioral Objectives, Learning Theories, Reinforcement
Peer reviewedBahner, John M.; Willis, Charles L. – Theory into Practice, 1974
The formation of a consortium of schools and an ensuing project in individually guided education (IGE) are described. (HMD)
Descriptors: Educational Change, Educational Improvement, Individualized Programs, Learning Modalities
Peer reviewedWillis, Charles L.; Bahner, John M. – Theory into Practice, 1974
Description of the Change Program for Individually Guided Education (IGE) which was developed by the Institute for Development of Educational Activities. (HMD)
Descriptors: Educational Change, Educational Innovation, Individualized Instruction, Learning Theories
Peer reviewedKing, Martha L.; And Others – Theory into Practice, 1974
By its very nature, informal education has built within it the major components of individualization. (HMD)
Descriptors: Child Development, Elementary Education, Individual Development, Individualized Instruction
Peer reviewedFuller, Frances F. – Theory into Practice, 1974
Descriptors: Individual Needs, Individualized Programs, Models, Preservice Teacher Education
Peer reviewedWass, Hannelore; Combs, Arthur W. – Theory into Practice, 1974
A brief description of the University of Florida's Childhood Education Program, which aims to produce teachers who have learned to use themselves effectively as instruments to carry out their educational functions. The research on which the development of the program is based is also reviewed. (HMD)
Descriptors: Beginning Teachers, Curriculum Development, Educational Experiments, Humanization
Peer reviewedCruickshank, Donald R. – Theory into Practice, 1974
In this article, the Double I (Individualized Instruction) Game is described, including its objectives, rules of play, participants, and materials. The purpose of the game is to permit parents and teachers to consider their feelings about the implementation of individualized instruction. (HMD)
Descriptors: Attitudes, Educational Games, Individualized Instruction, Simulation
