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Annotated
Bibliography By Block

  Analyze I.1

  Analyze I.2

  Analyze I.3

  Analyze I.4

  Analyze I.5

  Design II.1

  Design II.2

  Design II.3

  Design II.4

  Develop III.1

  Develop III.2

  Develop III.3

  Develop III.4

  Develop III.5

  Implement IV.1

  Implement IV.2

  Control V.1

  Control V.2

  Control V.3

Interservice Procedures for Instructional Systems Development :
Annotated Bibliography (continued)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

Annotated Bibliography : DEVELOP -
Block III.1 - Specify Learning Events/Activities (continued)

Carroll, J. A model of school learning. Teachers College Record, 1963, 64, 723-733.

This conceptual model suggests, at a superordinate level, every element required for an individual's success or failure. The article presents factors which are conceived as being determinants of the times needed or actually spent in learning a task and the way in which these factors interact to result in various degrees of successful learning.

Homme, L., Csanyi, A. P., Gonzales, M. A., & Rechs, J. R. How to use contingency con Press, 1971. Csanyi, A. P., Gonzales, M. A., & Rechs, J. R. How to use c tingency contracting in the classroom. Champaign, Ill.: Research Press, 1971.

The authors of this book present contingency contracting as one approach to the use of reinforcement principles to motivate better learning. The procedures outlined in this book are based on arranging the conditions so that the learner gets to do something he wants to do following something the instructor wants him to do.

Klaus, D. J. Students as teaching resources: A survey of teaching models using non-professionals (peer tutoring) (AIR 40900-10/73-FR). Pittsburgh, Pa.: American Institutes for Research, October 1973.

This preliminary survey was designed to explore the possible use of students as teaching resources in the developing countries. A substantial number of reports and descriptions of projects already conducted in the United States, and a few carried out overseas, suggest that students represent a significantly under-utilized resource and yet could be mobilized to help other children learn. Four general models of peer tutoring are described. A research design, emphasizing effective instruction in over-crowded classrooms, was. reported as part of a five-year schedule for innovative programs in developing countries.

DEVELOP - Block III.1 - Specify Learning Events/Activities
(Continued next page...)

continued...

Annotated Bibliography - Page 22 of 39