ERIC Number: ED335156
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Ungraded Primary Programs: Steps toward Developmentally Appropriate Instruction.
Appalachia Educational Lab., Charleston, WV.; Kentucky Education Association, Louisville.
This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the program's progress, parent involvement, and public awareness are discussed. Data on each program's size, students, faculty, and other factors accompany contact information. Readers may seek further information about the programs. A resource section offers descriptions of materials recommmended by the programs. A 211-item bibliography on ungraded primary programs is included. Appended materials include a specially developed program description form. (RH)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.; Kentucky Education Association, Louisville.
Identifiers - Location: Kentucky