A case study of the implemetation of a nongraded, multiage continuous progress primary program
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| Language: | English |
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The Ohio State University / OhioLINK
1996
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1248381822 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12483818222021-08-03T05:56:35Z A case study of the implemetation of a nongraded, multiage continuous progress primary program O'Conner, Carrie Richele <p>This qualitative study documented teacher perceptions during the implementation of a nongraded, multiage continuous progress program. The participants were six female teachers who varied in levels of experience and preparation. Through interviews, observations, and document review, the researcher determined: a) how teachers varied in their interpretation and application of their definition of nongradedness, b) challenges that emerged as a result of this process, and c) benefits that emerged as a result of the implementation of this nongraded program. Because of past problems with defining nongradedness, an operational definition that was based on the work of Robert Anderson and Barbara Pavan was used to guide data collection and analysis.</p><p>The perceived challenges that emerged were discussed according to eight different categories: administrative challenges; challenges with assessment; organizational challenges; curricular and instructional challenges; the need for more materials, challenges resulting from the complexity of nongradedness; increased preparation; and undesirable student behavior. The seven benefits that emerged were: a supportive classroom environment; learning various roles; development of students' social and emotional aspects; time, knowledge of students; higher expectations; and variety and choice.</p><p>The results indicated that as teachers perceived various challenges and benefits while attempting to implement nongradedness, educators and policy makers can take measures to better prepare teachers that may attempt nongradedness. Results suggested that teacher education programs should prepare teachers with better classroom management strategies in order to avoid some of the organizational problems, such as grouping of students, problems with assessment and instructional challenges that these participants faced. The results of this study may inform those attempting educational reform. In this case, the need for more administrative support was a perception of the teachers that suggested implications for those instituting an innovation such as nongradedness.</p> 1996 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1248381822 http://rave.ohiolink.edu/etdc/view?acc_num=osu1248381822 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| author |
O'Conner, Carrie Richele |
| spellingShingle |
O'Conner, Carrie Richele A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| author_facet |
O'Conner, Carrie Richele |
| author_sort |
O'Conner, Carrie Richele |
| title |
A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| title_short |
A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| title_full |
A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| title_fullStr |
A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| title_full_unstemmed |
A case study of the implemetation of a nongraded, multiage continuous progress primary program |
| title_sort |
case study of the implemetation of a nongraded, multiage continuous progress primary program |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
1996 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1248381822 |
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AT oconnercarrierichele acasestudyoftheimplemetationofanongradedmultiagecontinuousprogressprimaryprogram AT oconnercarrierichele casestudyoftheimplemetationofanongradedmultiagecontinuousprogressprimaryprogram |
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