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Peer reviewedMoore, J. William; And Others – Journal of Experimental Education, 1975
While a previous study has shown that requiring a criterion of mastery in a hierarchically related discipline, i.e., Physics, leads to improved transfer, it is not known whether a greater knowledge of prerequisites in a less hierarchically related discipline, i.e., Religion, leads to improved transfer. Article investigated the differences in…
Descriptors: Continuous Progress Plan, Educational Objectives, Educational Research, Learning Processes
PDF pending restorationTalmage, Harriet; Rasher, Sue Pinzur – 1980
A cohort group of nine-year-olds in nine inner-city schools were studied over a three-year period to determine the extent of reading achievement under a continuous progress reading and mathematics curriculum instituted in a large urban school system. Changes in students' perceptions of their learning environment, such as reduced competitiveness,…
Descriptors: Affective Behavior, Basic Skills, Classroom Environment, Continuous Progress Plan
Gumpper, David C.; And Others – 1971
This document evaluates the first year of an experimental continuous progress program in a Pennsylvania elementary school. The report covers (1) a summary and a discussion of the evaluation implications, (2) a compendium of other nongraded school studies, (3) a description of the experimental school, (4) a discussion on program structure and staff…
Descriptors: Academic Achievement, Continuous Progress Plan, Costs, Design Requirements
MILLER, RICHARD I.; AND OTHERS – 1967
USEFUL STRATEGIES FOR IMPLEMENTING AND EVALUATING THE NONGRADED SCHOOL ARE PRESENTED IN SEVEN ARTICLES AND FOUR APPENDICES. CHAPTER 1 OUTLINES HISTORICAL AND SOCIOLOGICAL PERSPECTIVES THAT FORM A BACKDROP FOR THE NONGRADED MOVEMENT. CHAPTER 2 FOCUSES ON HOW ADMINISTRATIVE LEADERSHIP IS, AND SHOULD BE, EXERCISED IN SETTING UP A NONGRADED SCHOOL.…
Descriptors: Administrator Role, Change Agents, Continuous Progress Plan, Curriculum
Download full textMeier, John; Brudenell, Gerald – 1968
This final report of the 1967-68 experimental training program for teachers of young disadvantaged children details the objectives and operation of remote microteaching. Communication techniques emphasizing personal contact between the Institute staff in Colorado and trainees teaching in home schools across seven states are described and in part…
Descriptors: Communication Skills, Continuous Progress Plan, Decentralization, Disadvantaged Youth
