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Download full textAustin, Michael J., Ed.; And Others – 1972
During 1970 Florida's University and Community College Systems held a workshop to discuss the idea of a curriculum continuum that would begin at the community college level and extend through the upper levels of graduate work. It was acknowledged that any continuum involving more than 1 level of education should include flexible opportunities for…
Descriptors: Continuous Progress Plan, Curriculum Development, Educational Innovation, Educational Planning
Peer reviewedAnderson, B. Robert – School Management, 1972
Descriptors: Continuous Progress Plan, Curriculum Development, Educational Innovation, Flexible Schedules
Stevens, Jody L. – 1972
In today's education, change is taking place with such speed and with such great impact that educators are constantly striving to identify and locate materials, research, and information appropriate to the many innovative programs in public and professional education. This comprehensive listing of 4,000 sources of information on differentiated…
Descriptors: Bibliographies, Continuous Progress Plan, Differentiated Staffs, Educational Innovation
Ardmore City Schools, OK. – 1986
The Ardmore, Oklahoma, School District developed the 3-year Pyramid Project to implement the following recommendations of the Sid W. Richardson Foundation Study of exemplary programs for high ability students: (1) broaden the process for assessing student abilities, (2) adopt continuous progress and appropriate pacing, (3) cultivate students'…
Descriptors: Academic Achievement, Academically Gifted, Continuous Progress Plan, Educational Improvement
Dagne, Frank A.; Barnickle, Donald W. – Instr, 1969
Descriptors: Classrooms, Continuous Progress Plan, Curriculum Development, Educational Innovation
Peer reviewedElardo, Phyllis T.; Caldwell, Bettye M. – Childhood Education, 1974
A detailed report of a demonstration and research project that has established a unified preschool-elementary-day care complex in one setting. (CS)
Descriptors: Comprehensive Programs, Continuous Progress Plan, Curriculum Development, Early Childhood Education
GREAVES, JACK – 1967
SEATTLE, WASHINGTON, HAS MADE EFFORTS TO IMPROVE RACIAL BALANCE IN THE SCHOOLS BY INSTITUTING VOLUNTARY, MANDATORY, AND REVERSE TRANSFER PROGRAMS, IN WHICH 1500 NEGRO AND 90 WHITE STUDENTS HAVE ALREADY PARTICIPATED. MOREOVER IN ANTICIPATION OF INCREASED INMIGRATION, THE CITY HAS DEVELOPED A NEW TYPE OF SCHOOL STRUCTURE FOR URBAN LIVING, THE…
Descriptors: Boards of Education, Community Cooperation, Continuous Progress Plan, Educational Finance
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
Koritzinsky, Katherine M.; White, Steven J. – 1973
Individually Guided Education/Multiunit Schools-Secondary (IGE/MUS-S) is a research and development project currently in operation at the University of Wisconsin. As often happens in education, the operational need for the project was so great that it came into existence before it was formally justified in theory. This paper attempts to discuss…
Descriptors: Administration, Continuous Progress Plan, Decision Making, Educational Change
Evers, Nancy A. – 1973
The purpose of this study was to identify any increase or decrease in expenditures among a stratified sample of schools during their first year of implementing the system of Individually Guided Education in the Multiunit Elementary School (IGE/MUS-E). IGE/MUS-E is a comprehensive educational system incorporating several innovative educational…
Descriptors: Continuous Progress Plan, Costs, Differentiated Staffs, Educational Finance
Gaustad, Joan – OSSC Bulletin, 1994
This issue of the OSSC Bulletin explores problems encountered in implementing a closely associated group of educational innovations whose adoption has become increasingly common in recent years. This "family" of organizational and instructional practices includes non-age-graded organization, mixed-age grouping, developmentally appropriate…
Descriptors: Continuous Progress Plan, Cooperative Learning, Educational Environment, Educational Finance
Grant, Jim; And Others – 1995
The case for multiage education is examined and an effort is made to provide answers to the most commonly asked questions about its implementation. The questions are organized into eight groups. The first group tries to clarify the concept of multiage education and its components. Concepts such as multiyear placement, looping classrooms, split…
Descriptors: Administrator Role, Continuous Progress Plan, Cooperative Learning, Educational Environment
Gaustad, Joan – 1992
In nongraded education, children of different ages and ability levels are taught together and make continuous progress rather than being promoted once per year. Research studies support nongraded primary education by indicating that young children vary in their rates of intellectual development and learn best through hands-on activities with…
Descriptors: Board of Education Role, Continuous Progress Plan, Developmentally Appropriate Practices, Educational Change
Clinchy, Evans; Kolb, Frances Arick, Ed. – 1992
This publication describes schools of choice that are nontraditional in structure, including continuous-progress, open, and Montessori-type schools. It describes the philosophy, curriculum, teaching methods, school organizations, and grading methods of several different kinds of nontraditional schools: two continuous-progress schools, a Montessori…
Descriptors: Access to Education, Continuous Progress Plan, Educational Innovation, Educational Philosophy
Mountain View School District, CA. – 1967
The Klein School and the concept of education that it represents is presented. The concept grew out of the desire that the teaching-learning environment (curriculum, people, and buildings) should meet the needs of individual children. In providing for the individual differences of both teachers and students at Klein, the rigidity of time…
Descriptors: Building Innovation, Continuous Progress Plan, Educational Environment, Educational Facilities Design
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