Instructional models for the learning disabled
Bibliographic Data
| ID | 4255169 |
|---|---|
| Authors | Patricia A Morrissey, Patricia Morrissey (Center for Innovation), Melvyn I Semmel (Center for Innovation) |
| Year | 1975 |
| Volume | 14 |
| Issue | 2 |
| Pages | 110-122 |
| Publication date | 1975-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405847509542564 |
| OpenAlex | W1963896965 |
| Language | EN |
| Citations received | 1 |
| References cited | 49 |
Patricia A. Morrissey Melvyn I. Semmel Center for Innovation in Teaching the Handicapped Indiana University Bloomington, Indiana The past ten years have witnessed the emergence of consumer-oriented education (Blatt, 1972; Institute for Responsive Education, 1974; Kirp, 1974; Mercer, 1974). Educational practices are now being documented and made available to the public; classroom methods are being assessed against criteria for desirable pupil behavior change (Abeson, 1974; Cohen and DeYoung, 1973; Gallagher, 1972; Hamilton, 1973; Popham, 1972a; Semmel, Morrissey, and Semmel, in preparation; Vergason, 1973). An important implication of this accountability trend is that underachievement is no longer viewed solely as the result of some inadequacy within the child, but more likely the reflection of an interaction between learner characteristics and variables within the instructional system-a failure to individualize instruction (Martin, 1972; Herrick, 1973). Bruner (1966) and others have optimistically suggested that with sufficient time and optimal circumstances, all children are capable of a specific behavior change as a function of instruction. Accordingly, much educational inquiry is now focused on the identification and matching of pupil attributes to relevant instructional variables. The empirical search for what has been referred to as aptitude-treatment interactions (ATI) (Cronbach and Snow, 1969) has potential significance for the development of effective programs of individualized instruction. The identification of empirically documented ATI effects and their translation into instructional decision
Accountability · Identification (biology · Mathematics education · Pedagogy · Political science · Pupil · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies
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Plans and the Structure of Behavior
Visual and Auditory Modalities Related to Methods for Beginning Reading
Individuals and Learning
California's Precedent-Setting Teacher Evaluation Law
Computerized instruction and the learning process
Educational Technology
The External Validity of Experiments
Teaching Machines and Programmed Learning, II
Behavior Modification and Operant Psychology
What Is The Basic Teaching Skill
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 2002 - 2002 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |