ERIC Number: ED036889
Record Type: RIE
Publication Date: 1969
Reference Count: 0
Nongradedness: An Elementary School Evaluation. Bureau of Laboratory Schools Monograph No. 21.
Otto, Henry J.; And Others
Nongradedness is a type of internal organization for a school that groups students on the basis of an intergrade plane. This approach attempts to adapt instruction to individual differences. Grouping principles include physical factors, social maturity and personality factors, mental maturity, academic status, and teacher personality within the teacher-pupil relationship. A comparative evaluation of a nongraded school organization was made within a specific elementary school district in Austin, Texas. Grades one through six were studied. The six major hypotheses tested were that there are important differences and similarities between experimental (nongraded) and control (graded) classes in (1) the distribution of teachers' instructional time; (2) the scope of instructional resources used in reading, spelling, and arithmetic; (3) the formation, number, size, and achievement range of subgroups; (4) pupils' use of the centralized library; (5) children's school anxiety; and (6) children's achievement. The results were mixed although the data related to the fifth hypothesis did not verify the expectation of less anxiety. Instead, anxiety seems to increase over the school year in the nongraded program. (LN)
Descriptors: Academic Achievement, Anxiety, Arithmetic, Bibliographies, Classes (Groups of Students), Classification, Educational Research, Elementary Education, Elementary Schools, Grouping (Instructional Purposes), Hypothesis Testing, Nongraded Instructional Grouping, Primary Education, Program Evaluation, Reading, Research Design, Spelling, Student Behavior
The University of Texas Press, 120 W. 20 St., Austin, Texas 78712 ($3.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Texas Univ., Austin.