Literaturnachweis - Detailanzeige
Autor/inn/en | Alspaugh, John W.; Harting, Roger D. |
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Titel | Transition Effects of School Grade-Level Organization on Student Achievement. |
Quelle | In: Journal of Research and Development in Education, 28 (1995) 3, S.145-49 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-426X |
Schlagwörter | Academic Achievement; Achievement Gains; Departments; Elementary Education; Elementary School Students; Instructional Program Divisions; Rural Schools; School Organization; Self Contained Classrooms; Transitional Schools |
Abstract | Reports on a study of the transition effects of grade-level organization on student achievement as schools transitioned from self-contained to departmentalized classes. Reading, math, and social studies achievement scores of five equated rural school districts with K-4 through K-8 organization were compared. Results noted a decline in achievement during the transition year. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |