Standards and Mastery Learning

J. Ronald Gentile is a graduate of Penn State University (B.S., 1963, and M.S., 1964, in Psychology; and Ph.D., in 1967, in Educational Psychology) and has been teaching educational psychology at the University at Buffalo, State University of New York, since 1969. Among his more than threescore publica-tions are the following continuing research interests: memory by fast versus slow learners; mastery learn- ing, standards, and grading policies; and expanding the instructional repertoire. For Dr. Gentile and his wife, Dr. Kay Johnson-Gentile ("The Genteels"), expanding the instructional repertoire has included teaching teachers how to integrate music into the elementary school curriculum. In 1998, Dr. Gentile was promoted to the rank of SUNY Distinguished Teaching Professor. James P. Lalley is an Assistant Professor of Education at D'Youville College in Buffalo, New York. He is a graduate of the State University of New York at Buffalo (B.A., 1984, in History; and M.A., 1995, and Ph.D., 1997, in Educational Psychology). He has taught at the State University of New York, College at Buffalo and Canisius College. His previous publica-tions have been in the areas of educational technology and child development. In addition to mastery learning, his profes-sional interests include how affective factors influence motivation and learning, methods of teaching, and children at risk.

Preface About the Authors 1. Understanding Mastery Learning 2. Examining the Standards: Math, Science, Social Studies, and Language Arts 3. Planning Standards-Based Lessons Using Mastery Learning 4. Implementing Standards and Mastery Learning in the Classroom 5. Professional Development and Mastery Learning Appendix: What Does the Literature Tell Us? Glossary References Index

"I am quite enthusiastic about this book. As far as I know, no one has brought the perspective of mastery learning to the considerable dialogue about standards even though the connection is an obvious one. These authors clearly know mastery learning and will add greatly to the standards movement." -- Robert J. Marzano, Adjunct Associate Professor "The book makes a distinct contribution to the field. The integration of standards and mastery learning is important if standards, once established, are to be achieved by large numbers of students. I think it is timely, well organized, contains real-life examples, and is well written." -- Lorin Anderson, Carolina Distinguished Professor of Education "This is one of the best books I have read on this topic. I can't wait for it to be published so that I can give copies to each of the teachers at my school." -- RoseAnne Vojtek, Principal "In my opinion, this book would be excellent in a curriculum and instruction class in teacher education programs either at the graduate or certification level. It would also be good for school administrators researching successful methods in the area of standards achievement." -- Pauline Schara, Principal