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- W2016705860 abstract "The purpose of this yearlong study of two mathematics teachers was to examine instructional pacing under two forms of instructional organization. The first teacher used a student-paced format where micro-computers were used to correct work assignments and administer mastery quizzes to students. The second teacher used a more typical teacher-paced format with the teacher making work assignments to students several times a week and allowing ample time for assignment completion and correction. Analysis of student work during the school year revealed considerably more assignments completed under the student-paced approach than under the teacher-paced approach. The difference in work completed is a plausible explanation for the achievement differences in favor of the student-paced format. In addition, a leveling effect occurred in the teacher-paced classes, with the high-ability students demonstrating no gain under teacher-paced conditions. The work and achievement data illustrate a number of important issues concerning the potential consequences associated with instructional pace." @default.
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- W2016705860 date "1987-11-01" @default.
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- W2016705860 title "Steering Groups, Leveling Effects, and Instructional Pace" @default.
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- W2016705860 doi "https://doi.org/10.1086/443880" @default.
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