Skip to main content
Log in

Nuea dialogue

Does quality of education equal time spent in teaching?

  • Published:
The Urban Review Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Arter, J. A. and Jenkins, J. R. Differential diagnosis-prescriptive teaching: a critical view.Review of Educational Research 1979,49 517–555.

    Google Scholar 

  • Ausubel, E. Viewpoints from related disciplines: human growth and development. In J. P. DeCecco (Ed.),Human Learning in the Schools. New York: Holt, Rinehart and Winston, 1964, pp. 67–80.

    Google Scholar 

  • Block, J. H. Individualized instruction: a mastery learning perspective.Educational Leadership 1977,34 337–341.

    Google Scholar 

  • Boylan, H. R. Problems and potentials of individualized instruction for disadvantaged students.Resources in Education, 1977, ED 140 864.

  • Cohen, S. A., and Reinstein, S. Skills centers, a systems approach to reading instruction.Resources in Education, 1969, ED 030 539.

  • Dunn, R. S., and Dunn, K. J.Teaching students through their individual learning styles: a protocol approach. Reston, VA: Reston Publishing Co., 1978.

    Google Scholar 

  • Dunn, R. S., and Dunn, K. J. Learning styles/teaching styles: should they ... can they ... be matched?Educational Leadership 1979,39 238–244.

    Google Scholar 

  • Fernald, P. S., and DuNann, D. H. Effects of individualization upon low-and high-achieving students, study behavior, and students' evaluation of mastery.Journal of Experimental Education 1975,43 27–35.

    Google Scholar 

  • Fischer, B. B., and Fischer, L. Styles in teaching and learner.Educational Leadership 1979,39 245–254.

    Google Scholar 

  • Gagné, R. M., and Balles, R. C. A review of factors in learning efficiency. In J. P. DeCecco (Ed.),Human Learning in the Schools. New York: Holt, Rinehart and Winston, 1964, pp. 30–51.

    Google Scholar 

  • Gehlbach, R. D. Individual differences: implications for instructional theory, research, and innovation.Educational Researcher 1979,8 (4), 8–14.

    Google Scholar 

  • Georgiades, W., and Clark, D. C. (Eds.)Models for individualized instruction. NY: MSS Information Corp., 1974.

    Google Scholar 

  • Hawkridge, D. G., Chalopsky, A. B., and Roberts, O. H. A study of selected exemplar programs for the education of disadvantaged children (American Institute for Research in Behavioral Sciences).Resources in Education, 1968, ED 023 776.

  • Hawkridge, D. G., Tallmadge, G. K., and Larsen, J. K. Foundations for success in educating disadvantaged children.Resources in Education, 1978, ED 037 591.

  • Hayden, A. H., and Torkelson, G. M.Systematic thinking about education. PDK Fastback No. 17. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1973.

  • Heathers, G. A working definition of individualized instruction.Educational Leadership 1977,34 342–345.

    Google Scholar 

  • Hunsaker, J. S., and Roy, W. The group centered classroom: an alternative to individualized instruction.Educational Leadership 1977,34 366–369.

    Google Scholar 

  • Keefe, J. W. Learning style: an overview. In J. E. Keefe (Ed.),Student Learning Styles, Diagnosis, and Prescribing Program. Reston, VA: National Association of Secondary School Principals, 1979, pp. 1–17.

    Google Scholar 

  • Kiesling, H. J. Input and output in California compensatory education projects (Rand Corporation, R-781).Resources in Education, 1971, ED 059 174.

  • Kifer, E. Relationship between academic achievement and personality characteristics: a quasi-longitudinal study.American Educational Research Journal 1975,12 191–210.

    Google Scholar 

  • Meges, C. The effectiveness of compensatory education (Department of Health, Education, and Welfare).Resources in Education, 1972, ED 072 475.

  • Rashid, M. The teacher, teacher style, and classroom management. In E. Gortberg (Ed.),Critical Issues in Research Related to Disadvantaged Children. Princeton, N.J.: Educational Testing Services, 1969.

    Google Scholar 

  • Riles, W. C. Educating inner city children: challenges and opportunities. In J. Hellmuth (Ed.),Disadvantaged Child. Vol. 3. Compensatory education: a national debate. New York: Bruner/Mazel, 1970.

    Google Scholar 

  • Silverstein, S.Secrets to successful teaching (in the public schools). Torrington, CT: Zane-Gray Press, 1973.

    Google Scholar 

  • Steadman, J. M., and Serrano, A. C. A “systems” approach to the “school underachiever.”Resources in Education, 1968, Ed 020 545.

  • Stephens, T. M.Directive teaching of children with learning and behavior handicaps. Columbus, OH: Merrill, 1970.

    Google Scholar 

  • Weber, G.Inner-city children can be taught to read. Occasional Paper No. 18. Washington, D.C.: Council for Basic Education, 1971.

    Google Scholar 

  • Wiley, D. D., and Harnischfeger, A. Explosion of a myth: quality of schooling and exposure to instruction, major educational vehicles.Educational Researcher 1974,3(5), 7–12.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Brown, E.K. Nuea dialogue. Urban Rev 13, 35–39 (1981). https://doi.org/10.1007/BF01959020

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01959020

Navigation