An Investigation into Prerequisite Learning and Progression

Hermann, G. D.

doi:10.1177/000494416901300108

Cited by 3 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Subdivision of a subject or module into smaller units allows for various rates of progress through a course (e.g. Hermann, 1969), as does the allocation of a student to a group appropriate to his/her Rate of Pacing; these examples are at the teacher responsibility end of the continuum.…”

Section: Self-pacing In Post-school Education/l'rainingmentioning

confidence: 99%

Self-pacing in post-school education/training

Hermann¹

1986

The Vocational Aspect of Education

View full text Add to dashboard Cite

In this paper are reviewed the definition of the variable 'Control of Pacing" the relationship between a self-paced system and the variable of Control of Pacing, empirical data relating to self-paced systems used in post-school education~training, and variables which may play major roles in self-paced systems. The paper concludes that self-paced methods allow of more student-based learning by more readily accommodating differing entering behaviours, differing degrees of industrial experience, and mastery learning techniques.

show abstract

Section: Self-pacing In Post-school Education/l'rainingmentioning

confidence: 99%

Self-pacing in post-school education/training

Hermann¹

1986

The Vocational Aspect of Education

View full text Add to dashboard Cite

show abstract

“…In all probability, there is an interaction of variables involved in the exam performance and in the persistence of each student. For example, it would seem in Chemistry I in science technician courses that both low IQ plus low chemistry knowledge at the commencement of the course constitute a recipe for failure, but that the initial level of chemistry was unimportant for students of IQ above 120 [6].…”

Section: The Studymentioning

confidence: 99%

“…An attempt to relate the technician category to other workforce categories.The high discontinuance rate of students from part-time technician courses in Britain was demonstrated by Crowther[5], who found inter alia that only 59 per cent and 26 per cent of those who commenced Stage I of 3-stage ONC programs progressed to Stage II and to completion respectively. Some relevant data concerning the comparatively high discontinuance rates of students in Chemistry I of science technician courses in New South Wales have been published[6].…”

mentioning

confidence: 99%