NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Dare to Be Different
Direct linkDirect link
Wassermann, Selma – Phi Delta Kappan, 2007
In this article, the author profiles Charles Dickens Elementary School in Vancouver, British Columbia, a school that dares to be different from the rest. This elementary school operates on a child-centered, multi-aged framework that is based on belief in an orientation towards continuous progress, appropriate evaluation of progress, schoolwide…
Descriptors: Foreign Countries, Elementary Schools, School Administration, Continuous Progress Plan
Smoothing Rough Edges in Concrete: A Rural Washington Community Looks to Multiage Classrooms As a Foundation for Continuous Learning.
Jones, Mardi Berkhouse – Northwest Education, 1996
The process of implementing the successful Continuous Progress Program at Concrete Elementary School (Washington) included gathering information on multiage grouping, formulating a template for change, parent and community involvement, acceptance of diverse teaching styles and philosophies, and continuous reassessment. The basic strategies driving…
Descriptors: Continuous Progress Plan, Cooperative Learning, Educational Innovation, Educational Strategies
Evaluation of Team Teaching and Children's Continuous Progress (Module VI). Description of Teacher Inservice Education Materials.
National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes. – 1977
The focus of the teaching module described here is on methods of evaluating the pupil's progress in a team teaching situation and use of the parent-teacher conference as an evaluation technique. Emphasis is placed on understanding the need and purposes of continuous progress reporting (on the pupil and the program itself) and the means by which it…
Descriptors: Audiovisual Instruction, Continuous Progress Plan, Elementary Secondary Education, Individualized Instruction
Nongradedness: Helping It To Happen.
Anderson, Robert H.; Pavan, Barbara Nelson – 1993
Urging educators to abandon the graded system of education, this book advocates the use of a nongraded, continuous approach to education in which students are taught and assessed according to their ability rather than age. The book is divided into 11 chapters. Chapter 1 outlines the history of the graded school movement and argues that conditions…
Descriptors: Ability Grouping, Administrator Attitudes, Continuous Progress Plan, Curriculum Design