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Peer reviewed Peer reviewed
ERIC Number: EJ505827
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-426X
The Effects of Continuous-Progress Nongraded Primary School Programs on Student Performance and Attitudes toward Learning.
Tanner, C. Kenneth; Decotis, John D.
Journal of Research and Development in Education, v28 n3 p135-44 Spr 1995
Kindergartners and first-graders in regular classrooms were compared to students in nongraded, continuous-progress settings. Comparisons on academic achievement and school attitudes indicated differences favoring nongraded, continuous-progress settings for various academic and citizenship skills. Girls in the nongraded, continuous-progress group had significantly higher positive attitude scores toward school in several areas. (SM)
Descriptors: Academic Achievement, Classroom Techniques, Comparative Analysis, Continuous Progress Plan, Elementary School Students, Flexible Progression, Grade 1, Kindergarten Children, Mixed Age Grouping, Nongraded Instructional Grouping, Primary Education, Program Effectiveness, Sex Differences, Student Attitudes, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A