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Unformatted text preview: nts on before they 15 are ready, helps teachers focus on important objectives, and provides a structure
for identifying and assisting students who need help.
Mastery learning, however, also has its critics. For example, Slavin’s
(1989) review of mastery learning provides a much less positive picture of its
effectiveness. His synthesis of research on mastery learning suggests that
effectiveness can vary depending on the age of the students, length and type of
mastery learning, and the way that researchers measure achievement. Teachers
have also expressed the concern that mastery learning is too much of a sequential
view of learning, and may be less suitable for courses with non-sequential content
(Postlewaithe & Haggerty, 1998). Given the issues with mastery learning, you
need to consider carefully when to use this strategy. You could, for example,
identify critical foundational objectives in your curricula, and use mastery
learning approaches primarily for those objectives.
Educational Technology and Behavioral Approaches
Behavioral psychologists, especially B. F. Skinner, were among the first
see the potential of educational technology. This interest in the use of technology
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.
- Spring '08