ERIC Number: ED146142
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Interactions between Learner Characteristics and Optimal Instruction. Report No. 75-17.
Brophy, Jere E.
Possible implications of individual and group differences for educational research and practice are discussed. Differences include preference for cooperative versus competitive tasks; for working alone versus in a group; for structured versus unstructured learning situations; or for individual versus group reward contingencies; social class and racial differences; language differences; interactions between motivational structures and responses to reward versus punishment; and sex differences. The assumption that schools should pitch to strengths and attempt to avoid weaknesses is called into question on two grounds. First, this assumption usually includes another, less explicit assumption, that different paths will lead to the same ultimate goal. However, pitching to strengths and avoiding weaknesses usually will increase group differences, not decrease them. Secondly, remediation of weaknesses is also needed if the weaknesses are of societal importance. Thus matching instruction to learner characteristics is seen as requiring value judgments about what is or is not desirable both for the students and for society at large. (Author/MJB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Presented in abbreviated form at the Annual Meeting of the American Psychological Association (Chicago, Illinois, 1975)