A study investigated whether teachers who receive training and then implement more effective instructional practices change in the reasons they offer for their effectiveness. Comparisons were made between 46 intermediate and high school teachers in a large urban school system who were trained in and implemented mastery learning techniques, and 50…

Many contemporary inservice programs set out initially to change teachers' attitudes or gain some sense of commitment from teachers prior to the implementation of a new program. However, some research studies suggest that such efforts, in and of themselves, are unlikely to bring about any real change. Serious commitment is likely to occur only…

This paper describes an exploratory study designed to investigate the relation between selected teacher perceptions past research has shown to be shared by highly effective teachers, and teacher attitudes toward the implementation of new instructional practices. Data were gathered through a questionnaire administered to 120 elementary and…

This paper describes the elements that most clearly identify and are most critical to a mastery learning program. Ways in which teachers can easily and efficiently implement these elements in their teaching and practices are outlined, along with procedures for evaluating their effectiveness in improving student learning. A discussion is presented…

The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed…

This study was designed to assess the effectiveness of a group-based, teacher-paced model of mastery learning for instruction in undergraduate education courses. It was hypothesized that the mastery-taught students, who were provided formative tests and corrective activities, would achieve higher scores on the final examination and higher grades…

An exploratory study was conducted to identify the characteristics and behaviors related to effective instruction in an urban community college. The 30 instructors selected for the study taught introductory courses in biology, English, mathematics, or social sciences at the City Colleges of Chicago. All had exceptionally high levels of student…

Questions frequently arise about the origins of outcome-based education and mastery learning, their similarities and differences, their theoretical and practical links, and evidence about their effects on student learning. Historical and theoretical perspectives show a clear distinction between outcome-based education and mastery learning.…

In spring 1981, resources were allocated for the establishment of the Center for the Improvement of Teaching and Learning, which would coordinate strategies to improve methods of instruction and learning in the community colleges of the United States. The emphasis of the Center is on the development of strategies that require relatively small…

Few individuals in the history of education have had greater impact on education policy and practice than Benjamin S. Bloom. During a career that spanned more than 5 decades, his research and writing guided the development of many educational programs and provided insights into the untapped potential of educators to have all students learn well.…