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.
Recommended Citation
Rose, Judith A., "An Individualized Approach to the Teaching of American Literature" (1979). Theses. 1266.
https://digitalcommons.lindenwood.edu/theses/1266
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