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ERIC Number: ED026735
Record Type: RIE
Publication Date: 1967
Pages: 33
Abstractor: N/A
Reference Count: 0
The Meaning of Nongrading [and] the Nongraded Movement in Perspective. Chapters 1 and 2, Nongrading in the Elementary School. Merrill's International Education Series.
Tewksbury, John L.
In a fully graded plan all children in a given grade are expected to do the same work in a year's time, while in a nongraded program each child works at the level in each subject for which he is ready. Most schools today lie somewhere along the graded-nongraded continuum. Three ways of implementing a nongraded program are (1) provide multilevel instruction in a self-contained, heterogeneous classroom; (2) assign children to self-contained classes according to performance levels; and (3) regroup a large aggregation of children from time to tome to form classes that work at different levels under different teachers. Administrative leadership is essential in implementing a nongraded approach. One of the principal weaknesses of the graded plan is that it does not provide for individual growth and learning differences. Other factors contributing to the present interest in nongrading are the influence of progressive education, the mental health movement in education, and the published materials of Professors J. I. Goodlad and R. H. Anderson. Research efforts have not yet yielded meaningful results on the relative effectiveness of graded and nongraded programs, but the nongraded program seems to be the trend of the future. (HW)
Charles E. Merrill Books, Inc., 1300 Alum Creek Drive, Columbus, Ohio 43216 (Complete document, 138p., clothbound $3.95, paperback $1.95).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A