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EJ505827 SP524247
Title: The Effects of Continuous-Progress Nongraded Primary School Programs on Student Performance and Attitudes toward Learning.Author(s): Tanner, C. Kenneth; Decotis, John D.
Source: Journal of Research and Development in Education, v28 n3 p135-44 Spr 1995
Publication Date: 1995
ISSN: 0022-426X
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJOCT1995
Kindergartners
and first-graders in regular classrooms were compared to students
in nongraded, continuous-progress settings. Comparisons on academic
achievement and school attitudes indicated differences favoring
nongraded, continuous-progress settings for various academic and
citizenship skills. Girls in the nongraded, continuous-progress
group had significantly higher positive attitude scores toward school
in several areas. (SM)
Descriptors: *Academic Achievement; Classroom Techniques; Comparative
Analysis; *Continuous Progress Plan; Elementary School Students;
*Flexible Progression; Grade 1; Kindergarten Children; *Mixed Age
Grouping; *Nongraded Instructional Grouping; Primary Education;
Program Effectiveness; Sex Differences; *Student Attitudes; Teaching
Methods
