The Pros and Cons of Individualized Programmed Instruction for Indian Students. A Position Paper....
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| Title: | The Pros and Cons of Individualized Programmed Instruction for Indian Students. A Position Paper.... |
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| Authors: | Corcoran, Bert W. |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 1970 |
| Sponsoring Agency: | Southwestern Cooperative Educational Lab., Albuquerque, NM. |
| Descriptors: | American Indians, Basic Skills, Bilingual Education, Classroom Environment, Cultural Influences, Curriculum Development, Elementary School Students, Group Dynamics, Individualized Instruction, Nongraded Instructional Grouping, Program Development, Programed Instruction, Schools, Sex Differences, Student Teacher Relationship |
| Abstract: | Based on observations and experiences in a Title III (Elementary and Secondary Education Act) project to individualize instruction in the ungraded Rocky Boy Elementary School (grades 1-6, Rocky Boy Indian Reservation, Box Elder, Montana), this position paper considers the problem of finding a suitable or workable curriculum and classroom climate for teaching reading, writing, and arithmetic in a traditionally designed school. In the paper, the pros of individualized programmed instruction are discussed considering boy vs. girl, development of the self-learner in relation to his culture, peer-tutor relationships, achievement, characteristics of the self-learner in relation to programmed instruction, and contingency management. Cons of individualized programmed instruction are discussed in terms of the non-English-speaking child, the poor teacher, and behavioral objectivity vs. group interaction. It is suggested that individualized programmed instruction for Indian children has merit and needs further study in view of its present short period of utilization. (MJB) |
| Journal Code: | RIEAPR1972 |
| Entry Date: | 1972 |
| Accession Number: | ED057959 |
| Database: | ERIC |
| Abstract: | Based on observations and experiences in a Title III (Elementary and Secondary Education Act) project to individualize instruction in the ungraded Rocky Boy Elementary School (grades 1-6, Rocky Boy Indian Reservation, Box Elder, Montana), this position paper considers the problem of finding a suitable or workable curriculum and classroom climate for teaching reading, writing, and arithmetic in a traditionally designed school. In the paper, the pros of individualized programmed instruction are discussed considering boy vs. girl, development of the self-learner in relation to his culture, peer-tutor relationships, achievement, characteristics of the self-learner in relation to programmed instruction, and contingency management. Cons of individualized programmed instruction are discussed in terms of the non-English-speaking child, the poor teacher, and behavioral objectivity vs. group interaction. It is suggested that individualized programmed instruction for Indian children has merit and needs further study in view of its present short period of utilization. (MJB) |
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