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A Basic Understanding of Multiage Grouping.
Miller, Bruce A. – School Administrator, 1996
State mandates in Kentucky, Oregon, Mississippi, and Tennessee have raised questions concerning multiage grouping's viability. Some educators are implementing multiage classrooms and schools with insufficient forethought, planning, and stakeholder participation. A recent study underlines the importance of teacher readiness, parental involvement,…
Descriptors: Educational Environment, Misconceptions, Mixed Age Grouping, Parent School Relationship
Without Fear of Failure: The Attributes of an Ungraded Primary School.
Privett, Nawanna B. – School Administrator, 1996
Kentucky's ungraded Primary School Program is defined by seven critical attributes: developmentally appropriate educational practices, multiage/multiability classrooms, continuous progress, authentic assessments, qualitative reporting methods, professional teamwork, and positive parent involvement. This article explains these attributes,…
Descriptors: Developmental Programs, Educational Change, Mixed Age Grouping, Parent Participation
Parent and Student Views of Multiage Classrooms.
Peer reviewed Peer reviewed
Byrnes, Deborah A.; And Others – Journal of Research in Childhood Education, 1994
Examined educational attitudes of 168 students and their parents in the first year of a primary level multiage program. Found that although the majority of parents and students considered the experience positive, their principal concern was that older students did not appear to be sufficiently challenged academically, suggesting the need for…
Descriptors: Academic Achievement, Educational Innovation, Mixed Age Grouping, Nongraded Instructional Grouping
Primarily Yours: A Packet of Primary Program Materials.
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's Primary Program: A Progress Report.
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Kentucky Univ., Lexington. Inst. on Education Reform. – 1994
This report documents the progress that school districts in Kentucky have made in implementing provisions of the Kentucky Education Reform Act of 1990. This bill mandated that all elementary schools become non-graded, multi-age, multi-ability primary schools by the fall of 1993. During the spring of 1993, observations and teacher surveys were…
Descriptors: Classroom Environment, Educational Change, Elementary Education, Learning Centers (Classroom)
The Kentucky Education Reform Act (KERA): The "Eighth" Attribute Critical to the Development of Quality Nongraded Primaries.
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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