Bethune Continuous Progress Primary Evaluation, 1970-1972.

Autor/inn/en	Nesset, Bonna C.; Faunce, R. W.
Institution	Minneapolis Public Schools, Minn. Dept. of Research and Evaluation.
Titel	Bethune Continuous Progress Primary Evaluation, 1970-1972.
Quelle	(1972), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Continuous Progress Plan; Kindergarten; Primary Education; Program Evaluation; Questionnaires; Research Reports; Small Group Instruction; Teacher Attitudes; Minnesota (Minneapolis) + Suchen Sie Ihr Suchwort? Primarbereich; Programme evaluation; Programmevaluation; Fragebogen; Research report; Forschungsbericht; Lehrerverhalten
Abstract	The Continuous Progress Primary (CPP) was adopted in grades K-3 at Bethune Elementary School (Minneapolis) in 1970. The intermediate grades (4-6) were organized in grade levels. In the CPP, each child progresses at his own rate, the emphasis being on small-group learning. The school staff took part in a questionnaire evaluation of the CPP in May 1972. Respondents indicated a need for more parental involvement, although there was more parental involvement in the CPP than in the traditional program. The staff also felt that the CPP increased their effectiveness in meeting individual student's needs; they were pleased with the basic skills instruction in the CPP, but about half of the staff felt the children in CPP got insufficient instruction in other academic areas; and they generally felt the available resources and services were adequate. The program for five-year-olds was viewed as a success, but about 80% of the staff felt that the five-year-olds should not be with the older children the entire day. Eighty percent of all respondents and all of the primary teachers thought the CPP should be continued. (An appendix provides a copy of the questionnaire and a tabulation of responses to each question.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC