The Texas Mathematics Teachers' Bulletin, Volume XI, No. 3

TABLE OF CONTENTS: Individual Instruction Versus Group Instruction in the Ninth Grade by C. B. Marquand (p. 5) -- A Suggested Course of Study in Mathematics for High Schools by J. R. Hitt (p. 18) -- The High School Curriculum by C. D. Rice (p. 21) -- Solid Geometry by C. E. Rowe (p. 24

An evaluation of individual instruction in beginning reading.

Thesis (M.A.)--Boston Universit

The Advantages And Disadvantages Of Individual Instruction In The High School

Purpose: The purpose of this thesis os to show the advantages and disadvantages of individual instruction in the high school. The subject discussed herein is the outgrowth of the author*s extensive research in the various books discussing the problem thus stated and the author\u27s limited experience. It is impossible to discuss all the problems of individual instruction for each day new advantages and disadvantages arise, never-the-less the author discussed only those advantages and disadvantages which occur more frequently in individual instruction, Hat hod of Procedure: The content of this thesis has been obtained through research work in the various books treating the subject herein discussed, and information obtained in class. The books used in research are found in the library of Prairie View College, The writer will attempt to show merits of individual instruction where in the various authors have shown disadvantages and defects wherein advantages are shown. The writer will draw definite conclusions which will grow out of the contents of the thesis. The very beginning of our education was characterized by individual instruction, Ptqsils learned their lessons at their seats and then went up to the teacher\u27s desk to recite to him. At the beginning of the nineteenth senary, this method was seen to drift away and for forty years there has been a general movement in the direction of returning this form of instruction, In Pueblo, Colorado, research found that the high school pupil made progress in every sub jest at their optimum Irate, Later the late President Frederick Borfc, protested, against the look step in school work and advocated Individual instruction. He attempted to demonstrate its usefulness in the training school of that institution. Many of his pupils have experimented with this plan in other schools and have attained varying degrees of success. Superintend ant Carle ton Washburaa, at Winnetka used this plan in the elementary schools and his success was great

Individual Instruction as Catalyst in the Transformation of Teaching

This research examines the connection between classroom learning environment and individual instruction methods in the context of the reform known as “New Horizon”. Within this framework of individual instruction, teachers are given opportunities to experiment with various innovative teaching methods and in the process, motivate students and strengthen the personal relationship. Communication and a positive relationship between teachers and the students in the group may contribute to the improvement of the learning environment in the classroom as a whole.The quantitative research was conducted within the framework of a correlative study among 60 teachers (98.3% women and 1.7% men); all of them provide individual instruction to students in first through sixth grade in three elementary schools located in Haifa and other areas in the north. The sample included home room teachers (53.3%), subject teachers (36.7%) and grade coordinators (1.7%). The age of the participating teachers ranged from twenty seven to fifty two years old. Their tenure in teaching, between two and thirty two years; they took part in the New Horizon reform program for one to eight years.The teachers were asked to complete questionnaires; one measured the teaching methods of the individual instruction sessions, the second examined nurturing the best learning environment in this setting

Individual Instruction: Third Grade Arithmetic

This report reviews the various methods used for meeting individual needs through individualized instruction. Special note is taken of those most usable for individualizing arithmetic instruction. Those of value for use in a third grade room are dealt with in detail

Memahami Perbedaan Individu Pebelajar dalam Proses Belajar Mengajar

The purpose of writing this article is to explain how education that understands the uniqueness of each student in individual learning or individual instruction. This writing method uses a descriptive analysis approach from a number of literatures from journals, books and other documents. There are four aspects of individual differences that must be considered by teachers and principals in a teaching and learning process that includes physical-motor differences, intelligence differences, differences in language skills, and psychological differences. Understanding individual differences here is by carrying out individualized instruction (individual learning). Also provides opportunities for children to learn independently (Independent Study) by developing individual learning (individual instruction) in accordance with the level of their needs

Bulletin, series 24, number 3, October (1928)

IMPROVEMENT OF READING IN RURAL SCHOOLS THROUGH INDIVIDUAL INSTRUCTION STATE TEACHERS COLLEGE Moorhead, Minnesota [by]MARGARET M. BIERI, B. A. Education Department -and- C. P. ARCHER, Ph.D. Head of Education Departmenthttps://red.mnstate.edu/thebulletin/1032/thumbnail.jp

Effects of Group Versus Individual Instruction on At-Risk Students Grade Point Averages

The following hypothesis was applied to this study: 1. there is no correlation between the grades of probation students who attended a six week Academic Success Group and those who met with their adviser for six individual advising sessions and their rates of retention after the freshman year

Instructional Strategies, Personality Types and the Outcome of Junior High School Students on Learning Bahasa Indonesia

The objective of the research is to study the effect of the instructional strategies (cooperative and individual learning) and personality types (extrovert and introvert) on the outcome of students on learning Indonesian language. The research employed the experimental method with 2 x 2 factorial design on a sample of 48 students, conducted at the secondary school in Tangerang City. The result of the research shows that: (1) the outcome of students learning following the instruction with cooperative strategy are higher than those following individual instruction, (2) there are no significant differences of learning outcome between the students having extrovert type and introvert type ofpersonality, (3) there is a significant interaction effect between the instructional strategy and the personality type on the secondary school outcome of the students learning Indonesian language, (4) the outcome of extrovert type students learning, following the instruction with cooperative strategy are higher than those following individual instruction, (5) the outcome of introvert type students learning, following the instruction with individual strategy are higher than those following cooperative instruction. In conclusion, the instructional strategy can increase the outcome of students learning Indonesian language by considering the students’ personality type