ED343227 EA023763
Title: Nongraded Education: Mixed-Age, Integrated, and Developmentally
Appropriate Education for Primary Children.
Author(s): Gaustad, Joan
Author Affiliation: Oregon School Study Council, Eugene.(SJJ69360)
Source: OSSC Bulletin, v35 n7 Mar 1992 Pages: 47
Publication Date: March 1992
ISSN: 0095-6694
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: Oregon School Study Council, University of Oregon, 1787
Agate Street, Eugene, OR 97403 ($6.00 prepaid; $2.00 postage and handling
on billed orders).
Language: English
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; Oregon
Journal Announcement: RIEAUG1992
Target Audience: Policymakers; Administrators; Teachers; Practitioners
Nongraded education is the practice of teaching children of different ages and ability levels together in the same classroom, without dividing them or the curriculum into steps labeled by "grade" designations. Children progress along the continuum from easier to more difficult material at their own, varying rates of speed. Interest in nongraded education is usually focused on the primary years because developmental differences make nongrading particularly appropriate for young children. Chapter 1 begins this bulletin by reviewing the history of graded and nongraded education in the United States and examining the development of the concept of nongrading over the course of time. Chapter 2 reviews the research base for nongraded education at the primary level. Chapter 3 examines various ways the concept of nongraded primary education can be put into practice. Appended is a 31-item bibliography and a list of four persons interviewed for the bulletin. (MLF)
Descriptors: Cognitive Style; Educational Objectives; Educational Trends; Futures (of Society); Grade Repetition; *Grouping (Instructional Purposes); Heterogeneous Grouping; Homogeneous Grouping; Individual Differences; Instructional Program Divisions; Integrated Curriculum; *Nongraded Instructional Grouping; *Primary Education; Self Esteem; Team Teaching; Whole Language Approach
