ERIC Number: ED085890
Record Type: RIE
Publication Date: 1973-Mar-17
Reference Count: N/A
The Nongraded High School: A Conceptual Model.
Patterson, Jerry L.
This study attempted to develop a conceptual model of a nongraded high school program comprised of the (1) philosophical orientation, (2) psychologial orientation, (3) principles of nongrading, and (4) instruction phase. Using a deductive approach, the author discusses each of these elements with parameters of the learner, the teacher, the curriculum, and the instructional method. A final component--the instructional phase of the nongraded program--is discussed, with instruction being comprised of the variables; teacher behavior, student behavior, instructional strategies, and educative experience. Utilizing numerous examples, the author discloses which types of teacher behavior are consistent with the elements of the model and establishes guidelines for educators wanting a translation of the nongraded theoretical basis into meaningful statements about school practices. Although substantive high school component examples are used throughout the paper, the model can be applied to all levels of schooling and is representative of a goal for schooling that has yet to be achieved. Based on study findings, it is recommended that researchers utilize the theoretical basis developed here to conceptualize other components of a nongraded school system, educators use the existing knowledge provided by this and other conceptual models to develop an instrument that measures the extent to which a school is truly nongraded, researchers follow steps similar to the procedures used in this study to refine or reinforce the findings produced, and the term "nongraded" be discarded in favor of a more encompassing description of the concept. (Author/EA)
Descriptors: Conceptual Schemes, Continuous Progress Plan, Deduction, Doctoral Dissertations, Educational Experience, Educational Philosophy, Educational Psychology, Educational Research, High Schools, Literature Reviews, Models, Nongraded Instructional Grouping, Schools, Student Behavior, Teacher Behavior, Teaching Methods
Xerox University Microfilms, Dissertation Copies, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order Number 73-19, 063, $10 for xerography, $4 for microfilm)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Ohio University