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ERIC Number: ED360282
Record Type: RIE
Publication Date: 1993-Apr
Pages: 26
Abstractor: N/A
Preservice and Inservice Professional Development Efforts Regarding Bloom's Learning for Mastery.
Guskey, Thomas R.
This study investigated the effect of the development of mastery learning on the curriculum of preservice teacher education programs and the content of inservice professional development programs. Nine educational psychology textbooks, published since 1990, and three other texts used as supplementary textbooks were analyzed. The study found that 10 of the 12 textbooks included descriptions of mastery learning, with the median number of pages allocated to the subject being 2.5 in textbooks that averaged between 600 and 700 pages in length. Benjamin S. Bloom's 1968 "Learning for Mastery" article, in which the basis of mastery learning was set forth, was cited in only 5 of the 12 texts. The texts' references to research reviews, books, and individual studies are analyzed. The study concludes that most of the textbooks' descriptions were limited and imprecise, with many being conspicuously inaccurate. As a result of the cursory treatment of mastery learning in most preservice education programs, implementation efforts have depended primarily on inservice professional development activities. Mastery learning is generally well received by inservice education participants because it helps them improve their results with students by making more effective use of skills they already have, rather than drastically altering what they are doing. (Contains 85 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).