Private School Model for Individualized Instruction

Identifes factors that contribute to a successful school program for individualized instruction.

This thesis presents a model for individualized instruction, which is a system of education whereby curriculum and instruction is tailored to the needs of learners to ensure success, such that through the love of learning, generated by this method of instruction, students experience success. The main purpose of the thesis is to identify the main facets of individualized education that contribute to the success of individualized instruction. The thesis argues that successful individualized instruction is a work of A.R.T. (Accountability, Responsibility and Teamwork). The thesis evaluates the concept of A.R.T and the effects of the system at an institute (the South Florida Academy Of Learning), through the use of a questionnaire and an analysis of grades. In addition to the research, its presentation and analysis and the development of the model for individualized instruction, a literature review is presented, which gives a thorough background to the subject and which puts the current research into context. Table of Contents Chapter 1: Introduction to Study Introduction Background of Study Statement of Problem Purpose of Study Rationale Research Question Nature of Study Significance of Study Definition of Terms Assumptions and Limitations Organization of Remainder of Proposal Chapter 2: Literature Review Chapter 3: Methodology Design of the Study Design of the Evaluation Sample and Population or Source of Data Instrumentation Plan Data Collection Plan and Other Procedures Data Analysis Plan Results and Recommendations Findings The Survey/Questionnaire The Norm-referenced Testing Grade Equivalent Results Chapter 4: Conclusion and Discussion Bibliography Appendix 1: Survey Questionnaire Appendix 2: Human Participants in Research Form

Here, therefore, in the work of Gardener, and its modern applications, we see the basis of individualized instruction programs. Indeed, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory) (Smith, 2002). To the extent that Howard Gardner’s multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, it has to be judged a useful addition (Smith, 2002).


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