The Nongraded Primary: Making Schools Fit Children. Davis, R. American Association of School Administrators, 1801 N. Moore Street, Arlington, VA 22209-9988 (Stock No. 21-00192)., 1992. ![The Nongraded Primary: Making Schools Fit Children. [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This guidebook explains the concept of nongraded primary education and offers examples of successful programs. The first section describes the nongraded primary, which is characterized by developmentally appropriate curricula for primary age children, a heterogeneous community of learners as related to age and ability, support for continuous learning, a commitment to honoring the development of the whole child, and active student involvement. Proponents of the nongraded primary believe that it provides an opportunity for children to succeed rather than fail, enhances cooperation, and increases levels of community support. The second section outlines the changing roles of teachers, principals, central office staff, superintendents, local boards of education, parents, and school and community groups. Suggestions are offered for successful multiage classrooms, as well as teaching strategies for mixed-age grouping and steps for organizing the transition from a traditional to a nongraded
@book{davis_nongraded_1992,
title = {The {Nongraded} {Primary}: {Making} {Schools} {Fit} {Children}.},
isbn = {ISBN-0-87652-184-7},
shorttitle = {The {Nongraded} {Primary}},
url = {http://eric.ed.gov/?q=multiage&pg=28&id=ED363939},
abstract = {This guidebook explains the concept of nongraded primary education and offers examples of successful programs. The first section describes the nongraded primary, which is characterized by developmentally appropriate curricula for primary age children, a heterogeneous community of learners as related to age and ability, support for continuous learning, a commitment to honoring the development of the whole child, and active student involvement. Proponents of the nongraded primary believe that it provides an opportunity for children to succeed rather than fail, enhances cooperation, and increases levels of community support. The second section outlines the changing roles of teachers, principals, central office staff, superintendents, local boards of education, parents, and school and community groups. Suggestions are offered for successful multiage classrooms, as well as teaching strategies for mixed-age grouping and steps for organizing the transition from a traditional to a nongraded},
language = {en},
urldate = {2015-04-08},
publisher = {American Association of School Administrators, 1801 N. Moore Street, Arlington, VA 22209-9988 (Stock No. 21-00192).},
author = {Davis, Rodney},
year = {1992}
}
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