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Download full textKatz, Lilian G. – 1992
A confusing variety of terms is used in discussions of age grouping practices. This digest examines terms that have important implications for teaching and the curriculum. The terms "nongraded" and "ungraded" typically refer to grouping children in classes without grade-level designations and with more than a 1-year age span.…
Descriptors: Continuous Progress Plan, Definitions, Developmentally Appropriate Practices, Early Childhood Education
Kentucky State Dept. of Education, Frankfort. – 1992
This packet contains four separate documents designed to help elementary schools develop their own action plans for implementing the KERA (Kentucky Education Reform Act) Primary Program, a developmentally appropriate program for young children supported by the Kentucky Department of Education. Fully implemented primary programs are to include the…
Descriptors: Classroom Environment, Continuous Progress Plan, Developmentally Appropriate Practices, Educational Improvement
Kentucky State Dept. of Education, Frankfort. – 1991
This report describes Kentucky's Primary School Program, which was developed after the signing of the Kentucky Education Reform Act in 1990. An overview of the report explains the philosophy of the program and lists its critical attributes. These are: (1) developmentally appropriate practices; (2) multi-age classrooms; (3) continuous progress; (4)…
Descriptors: Continuous Progress Plan, Developmentally Appropriate Practices, Educational Cooperation, Educational Philosophy
Denny, Merry – 1991
The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four…
Descriptors: Check Lists, Classroom Environment, Continuous Progress Plan, Developmentally Appropriate Practices
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
Sumner, Deborah, Ed. – 1993
This resource book contains a variety of information on multiage practice, and instruction in mixed-age and grade-level classrooms. The first two parts of the book contain 24 reprinted articles: (1) "Ready To Learn: A Seven-Step Strategy"; (2) "On Tracking and Individual Differences: A Conversation with Jeannie Oakes"; (3)…
Descriptors: Class Organization, Classroom Techniques, Continuous Progress Plan, Cooperative Learning
Grant, Jim; Johnson, Bob – 1994
Recognizing that children are individuals with different needs, backgrounds, learning styles, and personalities, this book provides information on elements of a successful multiage, continuous progress classroom at the primary level. Following an introduction to the concept of multiage, continuous progress practices, the book discusses the…
Descriptors: Child Development, Classroom Environment, Classroom Techniques, Cognitive Style
Maksimowicz, Michelle L. – 1993
This booklet focuses on understanding authentic learning and assessment practices and their effect on students and teachers at the middle level. After an examination of what is meant by authentic learning, five guidelines are suggested for use in selecting authentic content for middle level students. Specifically, authentic materials: (1) should…
Descriptors: Academic Ability, Continuous Progress Plan, Critical Thinking, Curriculum Design
McGee, Christy D. – 1994
This study examined the implementation of the seven critical attributes of the primary school curriculum mandated by the Kentucky Education Reform Act (KERA) in a single multi-age primary classroom. The study used a case-study approach over a 16-month period. The seven attributes observed are: (1) developmentally appropriate practices; (2)…
Descriptors: Case Studies, Classroom Techniques, Continuous Progress Plan, Developmentally Appropriate Practices
PDF pending restorationTexas Education Agency, Austin. – 1994
The Task Force on Early Childhood and Elementary Education, created by the Texas State Board of Education in January 1993, found that the current system of early childhood and elementary education is struggling to meet the challenges of childhood in today's Texas. This report summarizes the task force's call for schools to reconfigure themselves…
Descriptors: Change Strategies, Continuous Progress Plan, Developmentally Appropriate Practices, Early Childhood Education
