ABSTRACT
The educational literature is replete with rhetoric petitioning teachers to individualize instruction to insure optical learning environments for their students. Cronback and Snow (1977) surveyed research on instruction over a twenty year period and concluded:
Instructional decisions must be based on a whole complex of student characteristics and teacher actions. There is no such thing as a homogeneous group of students or a specifiable “method” of instruction. Educational practice over the next decade or two — if not eternally — will have to make its adaptations informally and judiciously, not by an actuarial technology of cutting scores and regression equations. But with greater knowledge the adaptations can profitably be more radical than they have been in the past (p. vii).
