Language: English

Published: New York, New York: Teachers College, Columbia University, 1987

Edition: Reissued revised edition

ISBN: 978-0-8077-2845-1 0-8077-2845-4

Language: English

Published: New York, New York: Harcourt, Brace and World, 1959

Abstract/Notes: Form of elementary school organization was examined in relationship to pupil behavior. Measures of academic achievement, attitudes, conceptual maturity, performance during a standardized group problem solving situation, and during actual teaching episodes were collected from 473 pupils identified as normal age, underage, and overage enrolled in ten nongraded (experimental) classrooms and ten traditional graded classrooms. The data were analyzed using covariance procedures. The performance of the pupils in the experimental group seemed to reflect that school's emphasis on encouraging each child to develop to his maximum potential, to feel free to express his feelings, and to work successfully in small groups. The behaviors of the pupils in the traditional schools seemed to reflect their emphasis on the more traditional classroom activities. These findings seemed to support the nongraded school in the instance when school programs are consistent with the nongraded idea.

Language: English

ISSN: 0022-0973, 1940-0683

Abstract/Notes: Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)

Language: English

ISSN: 0740-7874

Abstract/Notes: A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span. The term "combined classes" refers to the inclusion of more than one grade level in a classroom. The term "continuous progress" generally implies that children remain with their classroom peers in an age cohort regardless of whether they have met prespecified grade-level achievement expectations. The terms "mixed-age" and "multi-age grouping" refer to grouping children so that the age span of the class is greater than 1 year, as in the nongraded or ungraded approach. These terms are used to emphasize the goal of using teaching practices that maximize the benefits of cooperation among children of various ages. The distinctions between the grouping practices have

Language: English

Abstract/Notes: In nongraded education, children of different ages and ability levels are taught together and make continuous progress rather than being promoted once per year. Research studies support nongraded primary education by indicating that young children vary in their rates of intellectual development and learn best through hands-on activities with concrete materials. In addition, participation in mixed-age groups has social and cognitive benefits. Teaching multi-age classes requires more teacher preparation time and knowledge about child development, integrated curriculum, and instructional strategies. The implementation of nongraded education is facilitated by the following: (1) understanding and support by teachers and parents; (2) practical training for teachers; and (3) support by both administrators and school boards. (MLF)

Language: English

Language: English

DOI: 10.2307/1170484

ISSN: 0034-6543, 1935-1046

Abstract/Notes: The purpose of this study is to establish internal consistency and validity on a survey instrument that has resulted from previous research which examined the perceptions of six teachers as they engaged in the implementation of a nongraded, multiage continuous progress primary program. The need for documentation of student progress was identified by the previous study, and the content of the resulting rating scale represents the perceived benefits of nongradedness. Since the previous research also identified challenges with assessment and the school administration, the rating scale measuring eight different categories was developed to offer teachers of multiage students documentation of the progress students make in multiage classrooms. Using Cronbach's coefficient alpha to measure the internal consistency of the preliminary survey instrument, values ranging from 0.84 to 0.98 were obtained. The preliminary instrument was reduced to 11 questions representing the 8 categories...

Language: English

Published: [S.I.], Oct 1998

Abstract/Notes: Graded school concept, born of administrative practicality and puritanical traditions, has promulgated its lockstep curriculum, its simplistic child development assumptions, and its sexist, isolationist teaching methods since the mid-1800s. Most natural learning environment calls for heterogeneous multiage groupings, within which other groupings may be created as needed. Nongraded schools offer reasonable alternative that takes about five years to launch. (MLH)

Language: English

ISSN: 0271-6062

Abstract/Notes: This paper recounts the history of nongraded elementary schools. After the American Civil War, there arose an uncoordinated effort to question graded practices. By the end of the 19th century, schools which sought to be more sensitive to differences in children's learning styles were established. Notable among these schools was Dewey's Laboratory School (1893-1903). In the 20th century, Stoddard's Dual Progress Plan proposed that students spend half the school day in a homeroom and half the day studying elective subjects under specialist teachers. In Germany around 1923, Petersen established a school that featured heterogeneous age groupings. Petersen's ideas influenced the establishment of nongraded schools in Wisconsin. Other European influences on the American nongraded school movement included Montessori's schools and the British Infant and Primary School system. Since the mid-1940s, public education in America has been in disequilibrium. The implementation of nongraded programs [Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992)]

Language: English

Published: San Francisco, California, Apr 1992