Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

3 results

Book

Why an Ungraded Middle School. Chapter 1, How to Organize and Operate an Ungraded Middle School. Successful School Administration Series

Available from: ERIC

See More

Abstract/Notes: Experience of the Liverpool Middle School, Liverpool, New York, provides a rationale for organizing school systems to include ungraded middle schools. If, as evidence indicates, today's youth are maturing earlier, are more sophisticated, and are capable of greater accomplishment, then the traditional grade 7-8-9 arrangement does not meet the needs of ninth grade students while elementary schools can not meet the needs of sixth grade students. It is felt that grouping students by grades 6, 7, and 8 in the middle school aided solution of this problem. By introducing a multi-age grouping of students for each subject, each student's unique qualities and individual capabilities were recognized and given full educational advantage. This ungraded system required curriculum reform and flexible scheduling which were implemented along with a system of team teaching. Problems of team isolation, friction within teams, curriculum oriented outlooks, unwillingness to regroup students, and lack of evaluation of innovations were being solved. Progress made with the middle school concept indicates its viability. (TT)

Language: English

Published: [S.I.]: Prentice-Hall, Inc, 1967

Article

Without Fear of Failure: The Attributes of an Ungraded Primary School

Publication: School Administrator, vol. 53, no. 1

Pages: 6-11

Educational change

See More

Abstract/Notes: Kentucky's ungraded Primary School Program is defined by seven critical attributes: developmentally appropriate educational practices, multiage/multiability classrooms, continuous progress, authentic assessments, qualitative reporting methods, professional teamwork, and positive parent involvement. This article explains these attributes, highlights implementation challenges, and offers suggestions for interested administrators. Sidebars define terminology and list resources. (MLH)

Language: English

ISSN: 0036-6439

Report

Ungraded Primary Programs: Steps toward Developmentally Appropriate Instruction

Available from: ERIC

See More

Abstract/Notes: This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the

Language: English

Published: Washington, D.C., Apr 1991

Advanced Search