A Qualitative Look at Kentucky's Primary Program: Interim Findings from a Five-Year Study.

Autor/inn/en	Aagaard, Lola; und weitere
Titel	A Qualitative Look at Kentucky's Primary Program: Interim Findings from a Five-Year Study.
Quelle	(1994), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Educational Assessment; Educational Philosophy; Longitudinal Studies; Multiunit Schools; Nongraded Instructional Grouping; Parent Participation; Performance Based Assessment; Primary Education; Professional Development; Program Evaluation; Qualitative Research; Rural Schools; School Districts; Teacher Attitudes; Teacher Education; Teamwork; Time Management; Kentucky + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Education; assessment; Bewertungssystem; Bildungsphilosophie; Erziehungsphilosophie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Leistungsermittlung; Primarbereich; Programme evaluation; Programmevaluation; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Zeitmanagement
Abstract	The Appalachia Educational Laboratory qualitative study of the implementation of five aspects of the Kentucky Education Reform Act in four rural school districts is now in its fourth year. This paper focuses on findings concerning the first year of the primary program, which was put into widespread operation in 1992-93. Nongraded primary programs are neither a new idea, nor unique to Kentucky, but the Kentucky program is a large-scale attempt to implement such a program statewide. Results from eight rural schools in the four target districts indicate that the most successfully implemented of the previously identified critical attributes of such a program are (1) developmentally appropriate instructional practices; (2) multi-age and multi-ability classrooms; (3) authentic assessment; (4) qualitative reporting methods; (5) professional teamwork; and (6) parent involvement. Least successfully implemented was the seventh identified attribute, continuous progress. A number of difficulties with the program, primarily in the areas of teacher education and teachers' time constraints and work loads, are identified. Most teachers have made an effort in good faith to implement the program and can do so with adequate support. (Contains 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC