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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1969
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED036889 |
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| _version_ | 1867181802995580928 |
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| author | Otto, Henry J. And Others |
| author_facet | Otto, Henry J. And Others Otto, Henry J. And Others |
| collection | Education Resources Information Center |
| contents | Nongradedness: An Elementary School Evaluation. Bureau of Laboratory Schools Monograph No. 21. Otto, Henry J. And Others Academic Achievement Anxiety Arithmetic Bibliographies Classes (Groups of Students) Classification Educational Research Elementary Education Elementary Schools Grouping (Instructional Purposes) Hypothesis Testing Nongraded Instructional Grouping Primary Education Program Evaluation Reading Research Design Spelling Student Behavior Nongradedness is a type of internal organization for a school that groups students on the basis of an intergrade plane. This approach attempts to adapt instruction to individual differences. Grouping principles include physical factors, social maturity and personality factors, mental maturity, academic status, and teacher personality within the teacher-pupil relationship. A comparative evaluation of a nongraded school organization was made within a specific elementary school district in Austin, Texas. Grades one through six were studied. The six major hypotheses tested were that there are important differences and similarities between experimental (nongraded) and control (graded) classes in (1) the distribution of teachers' instructional time; (2) the scope of instructional resources used in reading, spelling, and arithmetic; (3) the formation, number, size, and achievement range of subgroups; (4) pupils' use of the centralized library; (5) children's school anxiety; and (6) children's achievement. The results were mixed although the data related to the fifth hypothesis did not verify the expectation of less anxiety. Instead, anxiety seems to increase over the school year in the nongraded program. (LN) |
| format | Recurso educativo Open Access |
| id | eric_ED036889 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1969 |
| record_format | eric |
| spellingShingle | Nongradedness: An Elementary School Evaluation. Bureau of Laboratory Schools Monograph No. 21. Otto, Henry J. And Others Academic Achievement Anxiety Arithmetic Bibliographies Classes (Groups of Students) Classification Educational Research Elementary Education Elementary Schools Grouping (Instructional Purposes) Hypothesis Testing Nongraded Instructional Grouping Primary Education Program Evaluation Reading Research Design Spelling Student Behavior Nongradedness: An Elementary School Evaluation. Bureau of Laboratory Schools Monograph No. 21. Otto, Henry J. And Others Academic Achievement Anxiety Arithmetic Bibliographies Classes (Groups of Students) Classification Educational Research Elementary Education Elementary Schools Grouping (Instructional Purposes) Hypothesis Testing Nongraded Instructional Grouping Primary Education Program Evaluation Reading Research Design Spelling Student Behavior Nongradedness is a type of internal organization for a school that groups students on the basis of an intergrade plane. This approach attempts to adapt instruction to individual differences. Grouping principles include physical factors, social maturity and personality factors, mental maturity, academic status, and teacher personality within the teacher-pupil relationship. A comparative evaluation of a nongraded school organization was made within a specific elementary school district in Austin, Texas. Grades one through six were studied. The six major hypotheses tested were that there are important differences and similarities between experimental (nongraded) and control (graded) classes in (1) the distribution of teachers' instructional time; (2) the scope of instructional resources used in reading, spelling, and arithmetic; (3) the formation, number, size, and achievement range of subgroups; (4) pupils' use of the centralized library; (5) children's school anxiety; and (6) children's achievement. The results were mixed although the data related to the fifth hypothesis did not verify the expectation of less anxiety. Instead, anxiety seems to increase over the school year in the nongraded program. (LN) |
| title | Nongradedness: An Elementary School Evaluation. Bureau of Laboratory Schools Monograph No. 21. |
| topic | Academic Achievement Anxiety Arithmetic Bibliographies Classes (Groups of Students) Classification Educational Research Elementary Education Elementary Schools Grouping (Instructional Purposes) Hypothesis Testing Nongraded Instructional Grouping Primary Education Program Evaluation Reading Research Design Spelling Student Behavior |
| url | https://eric.ed.gov/?id=ED036889 |