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ERIC Number: ED417014
Record Type: RIE
Publication Date: 1996-May-6
Pages: 49
Abstractor: N/A
A Comparative Study of Single-Graded versus Multi-Graded Classrooms.
Trusty, Edward M., Jr.; Beckenstein, Stacey
This study compared cognitive, social, and affective progress of students in a multi-graded classroom and a single-graded classroom. Participating were teachers in kindergarten/first, first, and second grade classrooms and a random sample of their students at two suburban Virginia schools. Five teachers taught in single-graded classrooms and one teacher taught in a multi-graded kindergarten/first grade classroom. Assessment of student progress was comprised of: (1) a standardized literacy assessment; (2) teacher's ranking of students on literacy; and (3) teacher ratings of student social and affective skills within the school environment. The findings revealed no substantial differences between students in multi-graded and single-graded classrooms. (Two appendices contain data collection instruments. Contains 15 references.) (Author/KB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A