ERIC Number: EJ368282
Record Type: CIJE
Publication Date: 1987
Reference Count: 0
Steering Groups, Leveling Effects, and Instructional Pace.
Burns, Robert B.
American Journal of Education, v96 n1 p24-55 Nov 1987
A yearlong study of two mathematics teachers demonstrates that considerably more assignments were completed under a student-paced approach than under a teacher-paced approach. Pupils in the student-paced classes had higher levels of achievement; high-ability students demonstrated no gain under teacher-paced conditions. (Author/BJV)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A