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When Do Instructional Methods

When Do Instructional Methods SICMUN D TOBIAS City College, City University of New York The results of instructional re­ tween individual differences in ap­ Ther e have been some promis­ search offer little comfort to em­ titude s and prior achievement on ing ATI leads, but generally find­ piricall y oriented instructional one hand, and instructional treat­ ings of significan t interactions are psychologists. Reviews of research ment s on the other, an area of re­ balanced by an equal number of comparing different instructional search that has come to be known insignifican t interactions. Fur­ methods, educational innovations, as Aptitud e Treatmen t Interaction thermore , as indicated elsewhere or methods of organizing class­ (ATI). The rationale for this ap­ (Tobias, 1981), significant interac­ rooms have generally reported few proac h was tha t no one instruc­ tion s reported in one ATI study significant differences (Stephens, tional method could be equally ef­ often cannot be replicated in suc­ 1967). Thi s research suffered from fective for all students. Instead, ceedin g investigations. Because numerou s problems including the one instructional strategy might bot h ATI and instructional re­ thoroughnes s with which the be optimal for a group of students searc http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Researcher SAGE

When Do Instructional Methods

Educational Researcher , Volume 11 (4): 6 – Apr 1, 1982

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References (53)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0013-189X
eISSN
1935-102X
DOI
10.3102/0013189X011004004
Publisher site
See Article on Publisher Site

Abstract

SICMUN D TOBIAS City College, City University of New York The results of instructional re­ tween individual differences in ap­ Ther e have been some promis­ search offer little comfort to em­ titude s and prior achievement on ing ATI leads, but generally find­ piricall y oriented instructional one hand, and instructional treat­ ings of significan t interactions are psychologists. Reviews of research ment s on the other, an area of re­ balanced by an equal number of comparing different instructional search that has come to be known insignifican t interactions. Fur­ methods, educational innovations, as Aptitud e Treatmen t Interaction thermore , as indicated elsewhere or methods of organizing class­ (ATI). The rationale for this ap­ (Tobias, 1981), significant interac­ rooms have generally reported few proac h was tha t no one instruc­ tion s reported in one ATI study significant differences (Stephens, tional method could be equally ef­ often cannot be replicated in suc­ 1967). Thi s research suffered from fective for all students. Instead, ceedin g investigations. Because numerou s problems including the one instructional strategy might bot h ATI and instructional re­ thoroughnes s with which the be optimal for a group of students searc

Journal

Educational ResearcherSAGE

Published: Apr 1, 1982

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