Case Study of a Nongraded, Multiage Elementary School: Benefits Perceived by Teachers, Students, and Parents. Lolli, E. ERS Spectrum, 14(4):16–26, 1996.
Paper abstract bibtex Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)
@article{lolli_case_1996,
title = {Case {Study} of a {Nongraded}, {Multiage} {Elementary} {School}: {Benefits} {Perceived} by {Teachers}, {Students}, and {Parents}},
volume = {14},
issn = {0740-7874},
url = {https://eric.ed.gov/?id=EJ537472},
abstract = {Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)},
language = {eng},
number = {4},
journal = {ERS Spectrum},
author = {Lolli, Elizabeth},
year = {1996},
keywords = {Elementary Education, Mixed Age Grouping, Educational Environment, Nongraded Instructional Grouping, School Organization, Case Studies, Democratic Values, Educational Benefits, Integrated Curriculum, Program Effectiveness, School Culture, Student Centered Curriculum, Student Responsibility},
pages = {16--26}
}
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