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Third-party, independent research approves and applauds Study Technology, its methods and strategies.

Research & Results:
Academic White Papers
on Our Methods and Strategies

At Applied Scholastics International, we know that Study Technology is THE SOLUTION to virtually every learning problem students face. These precise tools and strategies make it possible for true learning to take place. The links below will take you to documented results of the implementation of Study Technology, explanations of the theoretical bases of L. Ron Hubbard's breakthrough discoveries and descriptions of current projects and pilots in need of support. We invite you to learn more by selecting from the following three categories:

Reports of Results

In order to communicate the powerful impact of Study Technology in a wide range of educational environments and circumstances, Applied Scholastics has compiled the following reports documenting successful results in public and private schools at all levels, and in challenged inner-city and rural communities.

  • Results from Applied Scholastics Schools - [pdf]
  • Community College Results - [pdf]
  • Middle School Implementation Results - [pdf]
  • Elementary Reading Results - [pdf]
  • Rural School District Results - [pdf]
  • Hollywood Education and Literacy Project Results - [pdf]
  • Literacy, Education and Ability Project Results (Inner-City) - [pdf]
  • World Literacy Crusade Results (Inner-City) - [pdf]
  • Prescott, Louisiana Results - [pdf]

Study Technology Application Papers

To learn more about the practical application of Study Technology in education as it relates to Applied Scholastics programs, click on the links below.

  • Reaching the Ultimate Educational Goal with Applied Scholastics' Study Technology - [pdf]
  • A Research Based Solution for Keeping Students Motivated and Engaged - [pdf]
  • A Tutoring Model for Literacy and Comprehension - [pdf]

Observations by Educators

These testimonials (and the following excerpts) demonstrate the significant forces at work when students are empowered with the precise tools of Study Technology. These observations are representative of the experiences of educators and students pursuing knowledge in a range of academic disciplines.

Sandra Chapman, M.A., Curriculum & Reading Specialist - [pdf]

The Basic Study Manual , Study Skills for Life and Learning How to Learn published by Effective Education Publishing are excellent curriculum supplements. Specifically, they can be used in a one-on-one basis with young students as an intervention method, and in tutoring situations or independently with low literacy adult readers. The principles are extremely useful in enhancing the academic skills of adults. They are effective in providing study strategies for both students performing at high and low levels.

David Kaup, Ph.D., Joint Professor of Mathematics, Computer Science and Physics, Clarkson University - [pdf]

There is one thing that I know, and every other university professor also knows, and that is, until that student gets understood that earlier material, he is always going to, at best, stumble as he proceeds in his studies.

One of my most successful actions in lecturing has been to insist that my students do know the definitions of the terms that I am lecturing on.

For sure, if I could have all my students using the Study Tech, my job would certainly be a lot easier, and we all would graduate many more able graduates, and to the betterment of society.

George Ann Gregory, Ph.D., Language, Literacy, and Culture Specialist - [pdf]

In addition to crediting Study Technology for her own success and noting its application in two academic papers, professor Gregory had this to say, "Study Technology enhances any approach to literacy because it supplies a very important missing ingredient: how to help students understand the meaning of words...Moreover, Study Tech provides workable ways to help non-readers or poor readers gain increasing comprehension and speed."

Rubik Atamian, Ph.D., Assistant Professor of Accounting, The University of Texas - Pan American - [pdf]

Mr. Hubbard's writings and lectures on educational technology cover every facet of teaching and learning, including the learner's ethics and attitude, as well as the ability and interpersonal skills of the teacher. Mr. Hubbard emphatically claims that confusion and inability to learn comes after going over a word that the person did not understand. He also claims that an undefined word can even cause a person to give up studying and abandon a subject. I did not have to take these claims at face value. A semi-casual observation of my students over time validated these claims beyond doubt.

Admittedly, it is not feasible to fully duplicate Mr. Hubbard's Study Technology in its true sense in a university setting. Nonetheless, I have made persistent effort to educate those in my environment about the Study Technology and have consistently used those study principles recommended by Mr. Hubbard that could be meaningfully and effectively implemented in our university teaching and learning environment.

Katharine Scarfe Beckett, MA, Ph.D. Department of Anglo-Sacon, Norse and Celtic University of Cambridge - [pdf]

Many of the principles of Study Tech are common sense; brought together and codified, they form a highly practical methodology for the exact diagnosis and remedy of difficulties in study. The methodology applies equally well to any field of research and is apt for use in teaching and writing.

I would emphasise that while the basic elements of Study Tech can easily be grasped, a student cannot appreciate how powerful and flexible a tool it is until her or she has not only understood it thoroughly but applied it over time to a field of study.

Telling university classes how to look up words, to use small objects to demonstate key concepts or make sure they study at a suitable level would doubtless strike many of them as patronizing; but the principles which underly these remedial activities are anything but elementary.

Lady J. H. Hort, B.A., University of Cambridge - [pdf]

It is here that the study technology of L. Ron Hubbard is so effective and so revolutionary. It is so simple that nearly every teacher I have spoken to about this technology can find nothing in it to disagree with. Many said they knew all that anyhow. What was not so clear is why, if that were the cae, did they not apply it.

Caroline S. Kyhl, Ph. D., Science Education, U. of Iowa - [pdf]

Self-regulated learners are actually expert students who are knowledgeable about the learning process. Expert students are aware of what to do to prevent themselves from becoming distracted. They know how to deal with the more difficult parts of a subject they are studying. They can apply the appropriate learning strategy when called for. "Self-regulated learners know how to cope when they feel anxious, drowsy or lazy" (Corno, 1992 1995; Snow, Corno, & Jackson, 1996). The Study Technology of Applied Scholastics is designed to prepare students to be exactly this type of savvy learner.


If you need further assistance, contact us at the addresses and numbers below. You'll receive a prompt reply and some friendly advice from educators who understand your problem and how to solve it.

 

11755 Riverview Drive, St. Louis, MO 63138 | 314-355-6355 | toll free 877-75 LEARN | fax 314-355-2621

education@AppliedScholastics.org

© 1996-2010 Applied Scholastics International. All Rights Reserved.
Applied Scholastics is a Social Betterment Corporation of ABLE International.
Applied Scholastics International is a non-profit educational organization and does not discriminate on the basis of race, color, religion, national origin, sex, disability or age in its programs and activities. For trademark information, click here.