nce as a means of thinking about and resolving social issues, the acquisition of personal and social values, social concepts and decision making skills, and the experience of diverse social processes.
Whereas the prior three models focus on education as a means for developing intrinsic student factors, the Behavioral models are more focused on the extrinsic factors of student behaviors. Of these models, Joyce & Weil (1980) state:
Behavioral models have wide applicability, addressing a variety of goals in education, training, interpersonal behavior and therapy. Based on principles of stimulus control and reinforcement, behavioral models have been successfully employed in interactive conditions and mediated conditions, on an individual basis and on a group basis. Perhaps more than any other family, behavioral techniques have been well researched and their effectiveness documented. (Joyce & Weil, 1980, p.11)
It seems reasonable to suggest that academic outcomes can be maximized to the extent that teachers understand and implement these learning models in the classroom situation. For example, Klausmeier (1985) has noted that teachers using information processing models have found these to maximize their instructional efforts by providing them with useful ideas for arranging instruction as well as for diagnosing student learning difficulties. Similarly, the behavioral models have been used by special education teachers toward successful learning outcomes for children with learning problems; moreover, the strategies have been found to be of great assistance in maintaining and controlling the classroom behavior of emotionally disturbed children (Klausmeier, 1985).
Moreover, knowledge of different instructional models can assist teachers to adjust to individual differences in students' learning styles. In this regard, Clarke-Stewart, Friedman and Koch (1985) have pointed out that students have preferred models and desired cond...