A Meta-Analysis of Research Findings on Individualized Instruction in Mathematics

Horak, Virginia M.

doi:10.1080/00220671.1981.10885318

Cited by 28 publications

(13 citation statements)

References 3 publications

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“…Da unter Individualisierung sehr Unterschiedliches verstanden wird, ist eine Beurteilung der Wirksamkeit nicht einfach. Dennoch geben ältere angloamerikanische Studien Hinweise darauf, dass individualized instruction nur geringe Effekte auf die Leistungen von Schülerinnen und Schülern hat (Horak 1981;Bangert et al 1983). Dies wird auch durch die Meta-Metaanalyse von Hattie (2009) bestätigt.…”

Section: Individualisierungunclassified

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Dumont

2018

Z Erziehungswiss

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Zusammenfassung Der vorliegende Beitrag betrachtet den in Politik und Praxis populären Begriff der individuellen Förderung. Dazu wird zunächst erörtert, in welchen Kontexten und in welcher Form der Begriff bislang verwendet wurde. Anschließend werden im wissenschaftlichen Diskurs etablierte verwandte Konzepte von individueller Förderung und Erkenntnisse aus der kognitiven Lehr-Lern-Forschung und der Unterrichtsforschung dargestellt. Darauf aufbauend wird vorgeschlagen, individuelle Förderung im Sinne einer tiefgreifenden Gesamtunterrichtsstrategie zu verstehen, bei der die Lehrkraft den einzelnen Schülerinnen und Schülern ein an ihre spezifischen Lernvoraussetzungen angepasstes Lernangebot macht und das Ziel einer kontinuierlich zunehmenden Verantwortungsübernahme der Schülerinnen und Schüler für ihren eigenen Lernprozess verfolgt. Abschließend werden Implikationen dieser Konzeption für die Schulpraxis und die Bildungsforschung diskutiert.

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Section: Individualisierungunclassified

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Dumont

2018

Z Erziehungswiss

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“…The most obvious reason that incorporating a great deal of individualization might have reduced the effectiveness of the nongraded elementary school is suggested by research on individualized instruction itself, which has generally failed to support this innovation (e.g., see Bangert, Kulik, & Kulik, 1983;Horak, 1981;Miller, 1976;Rothrock, 1982). Correlational evidence from process-product studies of more and less effective teachers has consistently found that student learning is enhanced by direct instruction from teachers, as contrasted with extensive reliance on individualization, seatwork, and written materials (see Brophy & Good, 1986).…”

Section: Discussionmentioning

confidence: 97%

“…Yet there are also many differences between education today and that of 30 years ago. The general perception that both individualized instruction (e.g., Bangert et al, 1983;Horak, 1981) and the open classroom (e.g., Giaconia & Hedges, 1982) failed in their attempt to increase student achievement means that it is unlikely that the nongraded elementary schools of the 1990s will, like those of the early 1970s, embrace these methods. As a result, it is more likely that the nongraded programs of the 1990s will resemble the simpler forms found in this review to be instructionally effective.…”

Section: Is Earlier Research On the Nongraded Elementary School Relevmentioning

confidence: 98%

Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis

Gutiérrez

Slavin

1992

Review of Educational Research

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A nongraded elementary program is one in which children are flexibly grouped according to performance level, not age, and proceed through the elementary school at their own rates. Popular in the 1950s, 1960s, and early 1970s, the nongraded plan is returning today. This article reviews research on the achievement effects of nongraded organization. Results indicated consistent positive achievement effects of simple forms of nongrading generally developed early: cross-grade grouping for one subject (median ES = + .46) and cross-grade grouping for many subjects (median ES = + .34). Forms of nongrading making extensive use of individualization were less consistently successful (median ES = + .02). Studies of Individually Guided Education (IGE), which used nongrading and individualization, also produced inconsistent effects (median ES = + .11). The article concludes that nongraded organization can have a positive impact on student achievement if cross-age grouping is used to allow teachers to provide more direct instruction to students but not if it is used as a framework for individualized instruction.Greek mythology tells us of the cruel robber, Procrustes (the stretcher). When travelers sought his house for shelter, they were tied to an iron bedstead. If the traveler was shorter than the bed, Procrustes stretched him until he was the same length as the bed. If he was longer, his limbs were chopped off to make him fit. Procrustes shaped both short and tall until they were equally long and equally dead.

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“…However, research on individualized instruction has not generally found positive effects on student achievement (Horak, 1981;Schoen, 1976). In comparison with control groups, the University of Pittsburgh's Adaptive Learning Environments Model (ALEM) has not been found to significantly increase student achievement (Wang & Birch, 1984; see also Fuchs & Fuchs, in press).…”

Section: Individualizedmentioning

confidence: 99%

General Education Under the Regular Education Initiative

Slavin

1990

Remedial and Special Education

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This article discusses changes in classroom instruction that would be needed to make the Regular Education Initiative a reality. The article proposes a focus on prevention programs, such as preschool, extended-day kindergarten, and first-grade tutoring; classroom programs that accommodate the needs of diverse classes, such as continuous programs and cooperative learning models; and supplementary models such as peer tutoring and computer-assisted instruction. The article also describes Success for All, a comprehensive approach to school organization and instruction designed to bring all students to grade level in basic skills by the third grade without use of special or compensatory pull-outs.

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A Meta-Analysis of Research Findings on Individualized Instruction in Mathematics

Cited by 28 publications

References 3 publications

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Neuer Schlauch für alten Wein? Eine konzeptuelle Betrachtung von individueller Förderung im Unterricht

Achievement Effects of the Nongraded Elementary School: A Best Evidence Synthesis

General Education Under the Regular Education Initiative

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