ERIC Number: ED064234
Record Type: Non-Journal
Publication Date: 1971-Feb
Reference Count: N/A
The Effects of Nongrading, Team teaching and Individualizing Instruction on the Achievement Scores of Disadvantaged Children.
In 1968, Clinton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were compared in each of the following categories: reading vocabulary, reading comprehension, total reading, language, and spelling. Results indicated an improvement of mean scores in each category. (MJM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Louisiana State Univ., New Orleans. Dept. of Elementary and Secondary Education.
Identifiers - Assessments and Surveys: California Achievement Tests