Abstract
Experimental procedures were designed to provide teachers with training enabling them to generate effective, efficient instructional systems which, in turn, would allow them additional time to generate hypotheses to provide for a greater number of individual differences. It was hypothesized that if they were able to meet the needs of a greater number of students, there would be a decrease in the number of students exhibiting inattention. The results of the study indicate there was a significant decrease in both the number of students exhibiting inattention (p < .01) and in the mean amount of inattention (p <.05) displayed by students of experimental teachers.
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