Affiliation:
1. Stanley L. Deno, 178 Pillsbury Dr. S.E., 229 Burton Hall, Minneapolis, MN 55455.
Abstract
The current aptitude-treatment interaction (ATI) approach to accommodating individual differences has not proved instructionally useful. In this paper, reasons for this failure are identified and considered, and the desirable characteristics of an alternative model are identified. Formative evaluation is offered as a promising alternative that addresses individual uniqueness rather than dimensionalized individual differences. The notion that the failure of ATI research to be practically useful in designing instruction justifies ignoring individual difference is rejected.
Cited by
42 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献