ERIC Number: ED343282
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Making the Transition from Graded to Nongraded Primary Education.
OSSC Bulletin, v35 n8 Apr 1992
Nongraded primary education is the practice of teaching children of different ages and ability levels together, without dividing them or the curriculum into steps labeled by "grade" designations. Changing from graded to nongraded structure requires a major investment of time, energy, and commitment on the part of teachers and administrators. This publication focuses on the complex and delicate process of transition from graded to nongraded organization, presenting examples at local and state levels. The first chapter summarizes the elements of successful change, with special emphasis on the psychological aspects of change. Chapter 2 takes a close look at how teachers in one school are making the transition. The different approaches of three Oregon school districts to nongraded primary education are explored in chapter 3. Chapter 4 focuses on the process of transition in an entire state or province. Finally, chapter 5 discusses the options school boards have for exploring nongraded primary education or implementing a state mandate in their own districts. A list of 17 persons interviewed is appended. (24 references) (MLF)
Descriptors: Board of Education Role, Change Strategies, Educational Change, Educational Innovation, Educational Trends, Futures (of Society), Models, Multiunit Schools, Nongraded Instructional Grouping, Parent Teacher Cooperation, Primary Education, Program Implementation, Resistance to Change
Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; $2.00 postage and handling on billed orders).
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Practitioners
Authoring Institution: Oregon School Study Council, Eugene.
Identifiers - Location: Oregon