A contemporary approach to individualization
Bibliographic Data
| ID | 4827699 |
|---|---|
| Authors | Mario D Fantini (University of Massachusetts Amherst, corresponding author) |
| Year | 1980 |
| Volume | 19 |
| Issue | 1 |
| Pages | 28-31 |
| Publication date | 1980-01-01 |
| 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 | 10.1080/00405848009542868 |
| OpenAlex | W2036272467 |
| Language | EN |
| Citations received | 1 |
Mario D. Fantini University of Massachusetts, Amherst D uring this century, the concept individualization of instruction has become one of the central tenets of education. Many of our school reforms have been waged in its name. More recently, individualization has also been referred to as learning, reflecting the influence of humanistic psychology over the past decade. While individualization or personalized learning as conceptions are deep rooted in our history, it is the daily convergence of diverse learners into the schools and classrooms of this nation
Convergence (economics · Humanism · Humanistic psychology · Individualized instruction · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Education and Critical Thinking Development · Educational Challenges and Innovations · Neuroscience, Education and Cognitive Function · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,11 |
| Citation span | 2017 - 2017 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |