Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4Report as inadecuate




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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.

Descriptors: Rural Schools, Urban Schools, Poverty, Social Development, Nongraded Instructional Grouping, Multigraded Classes, Mixed Age Grouping, Peer Teaching, Peer Relationship, Program Effectiveness, Classroom Environment, Program Evaluation

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[at]berkeley.edu; Web site: http://crede.berkeley.edu





Author: McIntyre, Ellen; Kyle, Diane

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6695&id=ED499034







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