ABSTRACT
Few ideas have had a more profound influence on educational research and practice as those embedded in John Carroll's model of school learning. One of the largest, most successful studies of classroom instruction and school learning - the Beginning Teacher Evaluation Study - was designed primarily around the model of school learning. Virtually every approach to adaptive education, that is, instruction that attempts to adapt to, or accommodate, a variety of individual differences in learners, is based on assumptions and premises inherent in the model of school learning. Proponents of two such approaches, Mastery Learning and Individually Prescribed Instruction, have openly admitted their indebtedness to Carroll and his ideas (Bloom, 1968; Wang & Lindvall, 1970).
