Nongraded and Mixed-Age Grouping in Early Childhood Programs [microform] / Lilian G. Katz
- Bib ID:
- 5551639
- Format:
- Book and Microform
- Author:
- Katz, Lilian G
- Online Version:
- https://eric.ed.gov/?id=ED351148
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1992
- 3 p.
- Series:
- ERIC Digest.
- Summary:
-
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. The term "combined classes" refers to the inclusion of more than one grade level in a classroom. The term "continuous progress" generally implies that children remain with their classroom peers in an age cohort regardless of whether they have met prespecified grade-level achievement expectations. The terms "mixed-age" and "multi-age grouping" refer to grouping children so that the age span of the class is greater than 1 year, as in the nongraded or ungraded approach. These terms are used to emphasize the goal of using teaching practices that maximize the benefits of cooperation among children of various ages. The distinctions between the grouping practices have significant implications for practice. The ungraded approach acknowledges that age is a crude indicator of children's readiness to learn. Mixed-age grouping takes advantage of children's heterogeneous experiences. Research indicates that, in spite of its risks, the potential advantages of mixed-age grouping outweigh its disadvantages. (BC)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- Contract Number: RI88062012.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- ERIC Clearinghouse on Urban Education
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1992
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Homogeneous and Heterogeneous Grouping [microform] : Principal Findings and Implications of a Re-search of the Literature / Dominick Esposito
- Grouping for Instruction. Research Study Series, 1966-67 [microform] / Ruth Isenberg Cohen
- All in together : how to teach mixed ability groups in the primary school / [compiled by Carole Jensen]
- Klassifikasie van leerlinge in die Transvaalse komprehensiewe hoerskool met die oog op doeltreffende gedifferensieerde onderwys en geskikte vakkeuse Grouping of pupils in the Transvaal comprehensive high school deur J.H. Jooste
- Keeping track : how schools structure inequality / Jeannie Oakes