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ERIC Number: ED096334
Record Type: RIE
Publication Date: 1973-Jul
Reference Count: 0
A Comparison of "Continuous Progress" and "Traditional" Classes in Three Middle Schools.
Evans, Charles L.
The purpose of the study was to compare the math skills developed by students in two types of classrooms: "continuous progress" and "traditional." Data were collected through the use of tests, teacher questionnaires, and classroom observation. The data are supportive of "continuous progress" classes. Students in that setting outscored their counterparts in "traditional" classes on end-of-the-year mathematics tests. There was some evidence, however, that benefits of "continuous progress" classes did not accrue to students with poorly developed mathematics or reading skills. Process data suggests that the instructional staff examine the "continuum packet" model to insure that it does not foster (1) an undue focus on mechanical mathematics skills in contrast to problem-solving skills or (2) a methodical instructional setting that might lack motivational features for students. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Fort Worth Independent School District, TX. Dept. of Research and Evaluation.