The Relationship between Personalized Instruction, Academic Achievement, Knowledge Application, and Problem-Solving Skills

Your manuscript, "The Relationship between Personalized Instruction, Academic Achievement, Knowledge Application, and Problem-Solving Skills,” has been selected for publication in the NATIONAL TEACHER EDUCATION JOURNAL (Summer 2017) with no revisions and is scheduled to be published in early August, 2017.  Information about your published article will also be circulated throughout the United States and around the world. An abstract will be uploaded to EBSCO Host’s Education Research Complete search engine, which is EBSCO's database that is used most in the library market.  Abstracts from the National Teacher Education Journal can also be located on the web by typing ‘connection.ebscohost.com’ and the name of the manuscript or other identifiable information.  Accepted manuscripts are electronically sent to EBSCO Host by the National Teacher Education Journal at the time the journal is published. 

 

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Abstract: 

Personalized Instruction was implemented with fidelity in City Department of Education (CDOE) schools to improve academic achievement. There has been limited empirical research conducted to validate the theories regarding the correlation between personalized instruction, academic achievement, knowledge application, and problem-solving aptitude. A sample of 347 CDOE public middle schools and high school students was selected to examine the bivariate relationship between four predictor variables for Personalized Instruction (PI) with fidelity (blended learning, experiential learning, individualized instruction, and independent study) and three criterion variables (academic achievement, ability to apply knowledge, and ability to use problem-solving skills). The results of the study revealed that a positive relationship between: (a) The implementation of blended learning, academic achievement and knowledge application; (b) the implementation of experiential learning and problem-solving ability; (c) the implementation of individualized instruction, academic achievement, knowledge application, and problem-solving ability; and (d) the implementation of independent study, academic achievement, knowledge application, and problem-solving ability.

 

About the authors: Dr. Jacques Alexandre is a mathematics teacher at the New York City Department of Education. He is a curriculum developer for mathematics instruction for secondary school level. Dr. Christine Enslin is a professor at the University of Phoenix, School of Advanced Studies.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Authors: 
Jacques Alexandre, Christine Enslin
Year of Publication: 
2017
Journal, Book, Magazine or Other Publication Title: 
National Teacher Education Journal
Edition: 
Summer 2017
Date Published: 
Tuesday, August 1, 2017
Publication Language: 
English
Boyer's Domain: 

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