Abstract
This article reports on the findings of a follow-up study to an earlier article “Computer-Based At-Risk Instructional Model,” which was published in Volume 20, Number 2, 1991–92 of this journal. The research took place in a small rural school district in Kentucky over a period of approximately two years. Detailed statistical information is presented as evidence of the many benefits of using the TLC (Teaching and Learning with Computers) approach.
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