Date of Award

5-1979

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

First Advisor

James D. Bimes

Abstract

Judith A. Rose’s An Individualized Approach to the Teaching of American Literature (1979) explores the effectiveness of individualized instruction in high school American literature classes. The study compares two instructional methods: a traditional, teacher-directed classroom and an individualized learning environment where students negotiate learning contracts, choose activities, and progress at their own pace. The study focuses on a unit centered around To Kill a Mockingbird and evaluates student outcomes in both cognitive and affective domains.

The research finds that students in the individualized classroom showed higher engagement, greater responsibility for their learning, and a small but notable improvement in test scores compared to the traditional group. Through value-based exercises, self-paced assignments, and varied learning activities—including creative projects and discussions—students demonstrated increased motivation and self-discipline. However, challenges included managing diverse learning styles and maintaining structured classroom routines.

An affective survey revealed overwhelmingly positive student attitudes toward individualized instruction, particularly in areas of self-concept, peer relationships, and engagement. The thesis concludes that while individualized instruction demands significant preparation and flexibility from educators, it fosters deeper learning, personal growth, and a greater appreciation for literature. Rose advocates for a shift toward student-centered education to accommodate diverse learning needs effectively.

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