Summary of ten major school precision teaching programs

Abstract

Ph. D. University of Kansas, Educational Policy and Administration 1984This study reviewed ten major Precision Teaching programs to discover factors contributing to the success or failure of the programs. Telephone interviews were conducted with project directors of both active and inactive programs to determine past and current practices. An implementation survey was sent to active programs to determine the number of teachers using Precision Teaching and number of years per teacher. Four of the ten programs are inactive; six are active, five increasing in use while one is at the maximum level of use, with all schools, teachers, and students using Precision Teaching. Administrative support, integration into the local district program, and local funding were found necessary for continuation of successful programs. Different funding sources or amounts do not affect the success of a program. Change of central administration philosophy, termination of director's position, and termination of funding were found to be related to discontinuance of programs. Precision Teaching is being used across all grade levels and in most content and basic skill areas, in both regular and special education