@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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