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ERIC Number: ED499034
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 2
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4
McIntyre, Ellen; Kyle, Diane
Center for Research on Education, Diversity & Excellence
In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.
Center for Research on Education, Diversity & Excellence. Graduate School of Education, 1640 Tolman Hall, University of California, Berkeley, CA 92740-1670. Tel: 510-643-9524; Fax: 510-643-6239; e-mail: crede@berkeley.edu; Web site: http://crede.berkeley.edu
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: Primary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.
Identifiers - Location: Kentucky