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ERIC Number: ED104816
Record Type: RIE
Publication Date: 1975
Pages: 12
Abstractor: N/A
Reference Count: 0
A Conceptual Model of Individualization.
Woog, Pierre; Berkell, Dianne
The author's primary objective is to present a conceptual model of individualization to (a) provide a common parlance applicable to various perceptions of individualization, (b) provide a model which can be empirically validated and subsequently utilized to measure, evaluate, and generate further research in the area of individualization, and (c) provide criteria to examine existing measurement surveys. The conceptual model of individualization is hierarchical in form on two axes; one representing the degree of student choice behavior, and the other the degree of external instructional control. This control is conceived as applying to three areas; pace, strategy, and objectives. At one extreme of the model's hierarchy is traditional education. In this situation undifferentiated pace, strategy, and objectives are predetermined by the instructor. The next level differs only in that each student proceeds at his/her own pace. This level is referred to as mastery learning. At the next level both pace and strategy can be manipulated by an instructor to meet student needs. Attitude treatment interaction is an example. The next level is contract negotiation. At this level objectives, pace, and strategy can all be manipulated by the instructor in accordance with each student's needs. At the last level students can initiate independent behavior. (A content analysis of four classroom survey methods was done to examine the utility of the model.) (PB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D.C., April 1975)