Abstract
In this keynote review, we draw from recent theory and research on individual differences, learning, and instruction to answer questions about the selection of students and the provision of services in compensatory education. In addressing the question regarding provision of services to Chapter 1 students, we focus on five issues: (a) fragmentation versus integration of what is to be learned, (b) time as a variable, (c) the provision of direct instruction and possible alternatives to direct instruction, (d) compensatory education for aptitude processes, and (e) instructional grouping decisions. Current Chapter 1 services may promote fragmentation rather than integration of the academic content for the student. Moreover, Chapter 1 services focus more on teaching basic skills than on promoting higher-order thinking in reading and mathematics. We discuss problems associated with current selection procedures such as misclassification and “labeling” of Chapter 1 students. We conclude with recommendations for educational researchers and policymakers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 313-352 |
| Number of pages | 40 |
| Journal | Educational Psychologist |
| Volume | 23 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 1988 |
Funding
Work on this article was supported in part by the "Alternative Designs in Compensatory Education" contract from the Office of Educational Research and Improvement, U.S. Department of Education, to Research and Evaluation Associates, Inc., 1030 15th Street, Northwest, Suite 750, Washington, DC 20005.
ASJC Scopus subject areas
- Developmental and Educational Psychology