ERIC Number: ED229827
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
The Emerging Science of Individualized Instruction. A Survey of Findings on Learning Styles, Brain Research, and Learning Time with Implications for Administrative Action.
Recent advances in instructional knowledge, as well as their usefulness for fitting instructional strategies to individual students, are the subject of this four-chapter survey of research literature. Chapter 1 summarizes research on learning styles--the ways in which individuals perceive, analyze, interpret, and respond to learning situations. Examined in this chapter are cognitive styles, including data reception and concept formation and retention; affective styles, comprising attention, expectancy, and incentive styles; physiological styles, such as developmental and sex- and health-related differences; and practical considerations in the use of instruments to measure learning styles. Chapter 2 covers research on brain lateralization (the location of different functions in the brain's right or left hemispheres), the brain's building of models of reality, and brain growth stages. Learning time research is considered in chapter 3, which reviews findings about time on task and about variations among students in the time needed to master a subject. The final chapter looks at the administrative implications of recent research, noting first the problems with earlier attempts to individualize instruction and then discussing the implications of findings in the three areas of learning styles, brain development, and learning time. (RW)
Descriptors: Affective Behavior, Brain, Cerebral Dominance, Cognitive Style, Educational Administration, Elementary Secondary Education, Individualized Instruction, Learning Processes, Mastery Learning, Measurement Techniques, Physiology, Time Factors (Learning), Time on Task
Publications, ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, OR 97403 ($4.75 prepaid; add $1.50 on purchase orders).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.