Literaturnachweis - Detailanzeige
| Autor/inn/en | Trusty, Edward M., Jr.; Beckenstein, Stacey |
|---|---|
| Titel | A Comparative Study of Single-Graded versus Multi-Graded Classrooms. |
| Quelle | (1996), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Class Organization; Comparative Analysis; Elementary School Students; Interpersonal Competence; Multigraded Classes; Outcomes of Education; Primary Education; Reading Achievement; Social Adjustment; Teacher Attitudes; Writing Achievement |
| Abstract | This study compared cognitive, social, and affective progress of students in a multi-graded classroom and a single-graded classroom. Participating were teachers in kindergarten/first, first, and second grade classrooms and a random sample of their students at two suburban Virginia schools. Five teachers taught in single-graded classrooms and one teacher taught in a multi-graded kindergarten/first grade classroom. Assessment of student progress was comprised of: (1) a standardized literacy assessment; (2) teacher's ranking of students on literacy; and (3) teacher ratings of student social and affective skills within the school environment. The findings revealed no substantial differences between students in multi-graded and single-graded classrooms. (Two appendices contain data collection instruments. Contains 15 references.) (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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