Teaching machines: An annotated bibliography.

Fry, Edward; Bryan, Glenn L.; Rigney, Joseph W.

doi:10.1037/e412302004-001

Cited by 6 publications

(4 citation statements)

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“…Teaching machine enthusiasts have stockpiled a great deal of research demonstrating the superiority of the immediately reinforcing teaching machine over typical classroom procedures. (See, e.g., the bibliographies compiled by Fry, Bryan, & Rigney, 1960;Lumsdaine & Glaser, 1960. ) However, this research has been limited to the acquisition of knowledge via teaching machines.…”

Section: Discussionmentioning

confidence: 99%

Delay of reinforcement and retention.

Brackbill¹,

Kappy²

1962

Journal of Comparative and Physiological Psychology

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Section: Discussionmentioning

confidence: 99%

Delay of reinforcement and retention.

Brackbill¹,

Kappy²

1962

Journal of Comparative and Physiological Psychology

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“…Programmed instruction is another method which has been theoretically related to independent study; thus, such terms are used in the literature on programmed instruction as "self-instructional," "autoinstructional," and "self-teaching" devices. Research in this area has markedly increased since 1958, according to Fry, Bryan, and Rigney (1960), but the research has tended to deal with areas of programming, mechanics of presentation, and comparisons in achievement of groups taught by programmed instructional materials with those taught by conventional methods and materials, and also comparisons of groups taught by different types of programmed instruction. The advantages and limitations of programmed instruction for independent, individualized study have been neglected in the research.…”

Section: Related Researchmentioning

confidence: 99%

Independent study in secondary schools

Alexander

Burke

1972

Interchange

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“…The technical demands involved in producing and using teaching machines should certainly force the curriculum and teaching theorist to a more careful dissection of the teaching act. An inclusive annotated bibliography on teaching machines was compiled by Fry, Bryan, and Rigney (16).…”

Section: Concepts Of Teachingmentioning

confidence: 99%

Chapter IV: Teaching

Bellack¹,

Huebner²

1960

Review of Educational Research

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A CHAPTER on teaching in an issue of the REVIEW devoted to curriculum planning and development is justified more by theoretical need than by the existence of research which can clearly be categorized under the label, "teaching." Educators turn to many other categories which pull together information and ideas related to teaching. In recent REVIEW issues, Ellis (14) examined writings dealing with instructional procedures in secondary schools, and Leavitt (33) reviewed the literature on teacher-pupil relationships in elementary schools. In the third edition of the Encyclopedia of Educational Research, writings related to teaching were summarized by Stiles (55) under "Instruction" and by Wingo (63) under "Methods of Teaching."In summarizing literature on different aspects of the same phenomena, Barr and Jones (3) stated that the primary factors of teaching have been ignored and that only surface aspects have been studied. This opinion is not uncommon today. Dodes (12), reviewing studies from 1900-1955 in order to suggest measures for solidifying the background of pedagogical knowledge, concluded that the dearth of scientific evidence is the result, in part, of ready acceptance of mere opinion and of a lack of clarity in terminology. The need to study teacher behavior in a context of theory was emphasized by Ryans (47), and it is this recurring theme which justifies inclusion of a chapter on teaching in this issue of the REVIEW.Whatever schools do or are expected to do, most educators would agree that teachers are expected to, and do, teach. Of all researchers in education, those who claim the curriculum as their field of inquiry presumably have the greatest interest in teaching. One would assume, therefore, that curriculum research would focus major attention on teaching in order to understand it and thereby gain greater control over it. However, teaching has seldom been studied by curriculum researchers as a social or educational phenomenon in its own terms. For example, the comprehensive review of 25 years of educational research (1) published in 1956 reported not one study focused directly on teaching.During the three-year period of this review, researchers have continued to study (a) effectiveness of teaching and prediction of teacher success, (b) teacher-student relationships, and (c) methods and styles of teaching. There is, however, a growing interest in the study of teaching as such.246

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Teaching machines: An annotated bibliography.

Cited by 6 publications

References 0 publications

Delay of reinforcement and retention.

Delay of reinforcement and retention.

Independent study in secondary schools

Chapter IV: Teaching

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