ERIC Number: ED115717
Record Type: RIE
Publication Date: 1975-Oct
Reference Count: 0
A Study of the Effectiveness of Individualized Instruction in the Teaching of Reading and Mathematics. Final Report: The Study Design.
Contemporary Research, Inc., Los Angeles, CA.
The National Institute of Education is in the process of designing and conducting a study of compensatory education in accordance with the Education Amendments of 1974. Special attention will be devoted to examining the relative effectiveness of "standardized" versus "individualized" instructional programs. The stated purpose of this report is: (1) to develop a conceptual framework within which a meaningful comparison of individualized versus standardized instruction can be made; (2) to identify specific variables which need to be assessed; and (3) to develop and describe specific procedures which should be used in gathering, analyzing, and reporting the results of the research effort. It is proposed that, rather than attempting to sample schools with uniformly "individualized" or "standardized" programs, the sampling procedure should involve a deliberate and systematic attempt to sample programs which vary as widely as possible on different dimensions of individualization. The primary sampling unit should be classrooms. The central concern of the research should be the accurate description of what is being implemented rather than how well, and a careful evaluation of how those processes affect student outcomes. The analysis and interpretation of the study should be directed toward providing guidelines and recommendations for policy information, and therefore should focus on program variables (and not merely the programs). (Author/JM)
Descriptors: Academic Achievement, Compensatory Education, Curriculum Development, Elementary Education, Federal Programs, Individualized Instruction, Mathematics Instruction, Measurement Techniques, National Surveys, Program Evaluation, Reading Instruction, Research Design, Research Methodology, Sampling, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Contemporary Research, Inc., Los Angeles, CA.
Note: Pages A-1a through A-1f, B-2a through B-2f, and B-3a through B-3f in the appendices of the original document are copyrighted and therefore not available. They are not included in the pagination