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, Volume 2, Issue 3, pp 15–27 | Cite as

Models for optimizing and individualizing school learning

  • Herbert J. Walberg
Article

Abstract

Two psychological traditions—correlational studies of individual differences and experimental studies of stimulus variation—have failed to make educational research a useful applied science. The two traditions must be integrated within an emerging field of study—social environments of learning. Based on parsimony and predictability, two general models and seven special models are proposed that identify the empirically testable assumptions of instructional programs purporting to optimize or individualize school learning.

Keywords

Experimental Study Individual Difference General Model Special Model Social Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Résumé

Deux traditions psychologiques—les études de correlation des différences individuelles et les études expérimentales de variation de stimulus—n'ont pas réussi à faire de la recherche éducationnelle une science appliquée utile. On devrait intégrer ces deux traditions dans un nouveau domaine d'études—les environnements sociaux d'études. Basés sur la parcimonie et la prédictabilité, deux modèles généraux et sept modèles spéciaux sont proposés afin d'identifier les assomptions des programmes instructionnels qu'on peut mettre à l'épreuve et qui visent à l'efficacité optimum ou à l'individualisation de l'apprentissage dans les écoles.

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Copyright information

© The Ontario Institute for Studies in Education 1971

Authors and Affiliations

  • Herbert J. Walberg
    • 1
  1. 1.University of Illinois-Chicago CircleUSA

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