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<https://discovery.ucl.ac.uk/id/eprint/10020101> <http://purl.org/dc/terms/title> "An evaluation of a general model for individualizing instruction"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10020101> <http://purl.org/ontology/bibo/abstract> "The purpose of this study was to develop, implement and assess the\neffectiveness of a general model for individualizing instruction in terms of\nits effects on:\n(i) students' academic achievement\n(ii) students' attitudes towards a subject\n(iii) teachers' attitudes towards students\nThe need to develop a general model for individualizing instruction\nwas deduced from an analysis of current models and procedures of individualization.\nThe model is aimed at understanding individualized teaching and at\nthe same time catering to individualized learning. Its purpose is to provide\nteachers with the opportunity to exercise their particular strengths in\nteaching and a chance to compensate in some way for their individual\nweaknesses and this without being prejudicial to the individual learner.\nThe approach selected to achieve this purpose was to provide\nteachers with a flexible guide allowing them to design and administer\nindividualized learning programmes according to their individual\nrequirements, and above all according to the particular situations in which\nthey are placed.\nAn experiment was carried out in order to assess the effectiveness\nof the general model. The samples for the study consisted of 187 students\nand eight teachers in the fifth grade distributed in three Schools, in School\nDistrict Number Thirteen, Moncton, New Brunswick, Canada. In a first\nstep, the teachers in the experimental group were provided with appropriate\ntraining in the design and administration of an individualized learning\nprogramme according to the proposed general model. At the same time, the\nteachers in the control group were provided with a weekly seminar dealing\nwith subjects related to the teaching-learning process in general. In a\nsecond step, the teachers in both the experimental and control groups\nadministered their own instructional programmes; individualized learning\nprogrammes for the teachers in the experimental group and traditional\ninstruction programmes for the teachers in the control group. Four major instruments were used to collect data for the study: a\nMathematics achievement test developed by the Montreal Catholic School\nCommission; the Subject Perception Test Developed by the author; the\nMinnesota Teacher Attitude Inventory developed by Cook, Leed and Callis\n(1951); and the Teaching Strategies Inventory also developed by the author.\nThe major findings of the study indicate that:\n(i) The Mathematics academic achievement of students who\nhave been involved in individualized learning programmes designed\naccording to the new general model proposed in this study is higher than\nthat of students involved in more traditional programmes.\n(ii) The students who have been involved in individualized learning\nprogrammes designed according to the new general model have more\npositive attitudes towards Mathematics than the students involved in more\ntraditional programmes.\n(iii) The teachers who have been involved in individualized learning\nprogrammes designed according to the new general model have more\npositive attitudes towards students than the teachers involved in more\ntraditional programmes."^^<http://www.w3.org/2001/XMLSchema#string> .
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