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ERIC Number: ED374524
Record Type: RIE
Publication Date: 1993-Nov
Pages: 15
Abstractor: N/A
Nongraded Programs: Opinions and Aspects of Change.
Pierce, Camilla Daffo
As part of the restructuring drive toward a developmentally appropriate curriculum, restructuring has begun to be implemented through a nongraded organizational structure. After Kentucky mandated a nongraded structure for primary education, the Tennessee General Assembly passed legislation to allow nongraded primary schools. The Tennessee Department of Education implemented a nongraded pilot program in several schools; in most districts, teachers shared in the decision whether or not to participate. This paper presents findings of a study that compared the attitudes and characteristics of teachers who worked in a developmentally appropriate, nongraded curriculum. Data were obtained from a survey mailed to 127 Kentucky teachers and 103 Tennessee teachers in schools with a nongraded program. Sixty-six percent of the Kentucky teachers responded, compared with 60 percent of the Tennessee teachers. Findings indicate that mandates do not assure that people will change. Those teachers not compelled by mandate demonstrated a greater understanding of nongraded education. In addition, extended staff development was effective in promoting understanding of the nongraded concept. The successful implementation of a nongraded program requires a common philosophy among those involved in the change, should allow some teacher choice, and offer incentives rather than mandates. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).