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Peer reviewedTanner, C. Kenneth; Decotis, John D. – Journal of Research and Development in Education, 1995
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…
Descriptors: Academic Achievement, Classroom Techniques, Comparative Analysis, Continuous Progress Plan
Download full textFunkhouser, Janie E.; And Others – 1995
A central theme in the history of American education in the 20th century is the expansion of formal schooling for more children. This literature review surveys the research on the educational uses of time, with a focus on the quantity and quality of time that teachers and students spent in school and, to a lesser extent, students' out-of-school…
Descriptors: Academic Achievement, Case Studies, Elementary Secondary Education, Extended School Day
Direct linkGerard, Maureen – Journal of Research in Childhood Education, 2005
Multiage settings are alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development. This study compared the academic achievement of one group of multiage students to national norms on standardized achievement…
Descriptors: Children, National Norms, Intellectual Development, Academic Achievement
Moore, William P. – 1991
This formative evaluation report documents the progress made by the Holliday Montessori Magnet Elementary School (Kansas City, Missouri) during the first year of implementation of Montessori themes. The evaluation was based on the goals established by the Holliday Montessori Site Plan and the Long-Range Magnet School Plan. Examined were enrollment…
Descriptors: Academic Achievement, Class Size, Community Involvement, Elementary Education
Elmore, Randy; Hopping, Linda; Jenkins-Miller, Minnie; McElroy, Camille; Minafee, Margaret; Wisenbaker, Joseph – 1996
Multi-Age Teaming (MAT) programs were implemented at Crabapple and McNair Middle Schools in Fulton County, Georgia, in the fall of 1993, and at Camp Creek Middle School in the fall of 1994. An important goal of these programs was the creation of school families within schools with multi-age teams of sixth-, seventh-, and eighth-grade students. At…
Descriptors: Academic Achievement, Cooperative Learning, Critical Thinking, Experiential Learning
Graves-Desai, Kelly, Ed.; Eaton, Susan, Ed.; Walser, Nancy, Ed. – Harvard Education Letter, 1998
This document is comprised of volume 14 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include the following: (1) January-February--"Multi-Age Classrooms: An Age-Old Grouping Method Is Still Evolving" (Walser),…
Descriptors: Academic Achievement, Adolescents, Attention Deficit Disorders, Bilingual Education
