Nongraded versus graded elementary schools: An analysis of achievement and social skills

Alberta Journal of Educational Research

Volumn 46, Issue 4, 2000, Pages 372-390

  Kelly Vance, Lisa ^a   Caster, Angela ^a   Ruane, Amy ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034346476     PISSN: 00024805     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Agostin, T.M., & Bain, S.K. (1997). Predicting early school success with developmental and social skills screeners. Psychology in the Schools, 34, 219-228.
2. Anderson, R.H. (1993). The return of the nongraded classroom. Principal, 72, 9-12.
3. Anderson, R.H., & Pavan, B.N. (1993). Nongradedness: Helping it to happen. Lancaster, PA: Technomic.
4. Arlin, M. (1976). Open education and pupils' attitudes. Elementary School Journal, 76, 219-228.
5. Bell, A.E., Switzer, F., & Zipursky, M. A. (1974). Open-area education: An advantage or disadvantage for beginners? Perceptual and Motor Skills, 39, 407-416.
6. Bell, A.E., Zipursky, M.A., & Switzer, F. (1976). Informa or open-area education in relation to achievement and personality. British Journal of Eduational Psychology, 46, 235-243.
7. Black, S. (1993). Beyond age and grade. Executive Educator, 15, 17-20.
8. Bursuch, W.D., & Asher, S.R. (1986). The relationship between social competence and achievement in elementary school children. Journal of Clinical Child Psychology, 15, 41-49.
9. Byrnes, D.A., Shuster, T., & Jones, M. (1994). Parent and student views of multiage classrooms. Journal of Research in Childhood Education, 9, 15-23.
10. Cartledge, G., & Milburn, J.F. (1978). The case for teaching social skills in the classroom: A review. Review of Educational Research, 1, 133-156.
11. Delpit, L.D. (1992). Acquisition of literate discourse: Bowing before the master. Theory Into Practice, 31, 295-302.
12. Entwisle, D.R., & Astone, N.M. (1994). Some practical guidelines for measuring youth's race/ethnicity and socioeconomic status. Child Development, 65, 1521-1540.
13. Ford, B.E. (1977). Multiage grouping in the elementary school and children's affective development: A review of recent research. Elementary School Journal, 78, 149-159.
14. Forman, S.G., & McKinney, J.D. (1978). Creativity and achievement of second graders in open and traditional classrooms. Journal of Educational Psychology, 70, 101-107.
15. Franks, D.D., Marolla, J., & Dillon, S.V. (1974). Intrinsic motivation and feelings of competency among students Journal of Research and Development in Education, 8, 20-29.
16. Giaconia, R.M., & Hedges, L.V. (1982). Identifying features of effective open education. Review of Educational Research, 52, 579-602.
17. Goodlad, J.I., & Anderson, R.H. (1987). The nongraded elementary school (rev. ed.). New York: Teachers College Press.
18. Gresham, F.M., & Elliott, S.N. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disabilities, 22, 120-124.
19. Gresham, F.M., & Elliott, S.N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
20. Gresham, F.M., & Nagle, R.J. (1980). Social skills training with children: Responsiveness to modeling and coaching as a function of peer orientation. Journal of Consulting and Clinical Psychology, 48, 718-729.
21. Gutierrez, R., & Slavin, R.E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis. Review of Educational Research, 62, 333-376.
22. Hatley, R.V., Holloway, W.H., & Hiebert, R. (1977). Student attitudes toward school: Open versus traditional education. Southern Journal of Educational Research, 11, 183-196.
23. Hicks, J.M., Edwards, K.T., & Sgan, A.D. (1973). Attitudes toward school as related to nongrading and intelligence. Psychological Reports, 33, 739-742.
24. Klaff, F.R., & Docherty, E.M. (1975). Children's self-concept and attitude toward school in open and traditional classrooms. Journal of School Psychology, 13, 97-103.
25. Krasner, M., & Hanley, G.L. (1984). On evaluating open education. Education, 105, 206-213.
26. Ladd, G.W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment? Child Development, 61, 1081-1100.
27. Lodish, R. (1992). The pros and cons of mixed-age grouping. Principal, 71, 20-22.
28. Mason, D.A., & Stimson, J. (1996). Combination and nongraded classes: Definitions and frequency in twelve states. Elementary School Journal, 96, 439-452.
29. Matthews, M.W., Monsaas, J.A., & Penick, J.M. (1997). A comparative study of the literacy development of at-risk children in graded versus nongraded classrooms. Reading Research and Instruction, 36, 225-239.
30. McLoughlin, W.P. (1970). Continuous pupil progress in the non-graded school: Hope or hoax? Elementary School Journal, 71, 90-96.
31. Miller, B.A. (1993). A review of the quantitative research on multigrade instruction. In D. Sumner (Ed.), Multiage classrooms: The ungrading of America's schools (pp. 65-83). Peterborough, NH: Society for Developmental Education.
32. Nason, R.B. (1991). Retaining children: Is it the right decision? Childhood Education, 5, 300-305.
33. Parker, J.G., & Asher, S.R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
34. Patrick, H. (1997). Social self-regulation: Exploring the relations between children's social relationships, academic self-regulation, and school performance. Educational Psychologist, 32, 209-220.
35. Salvia, J., & Ysseldyke, J.E. (1998). Assessment (7th ed.) Boston, MA: Houghton Mifflin.
36. Shinn, M.R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
37. Shinn, M.R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford Press.
38. Slavin, R.E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57, 293-336.
39. Slavin, R.E. (1992). The nongraded elementary school: Great potential, but keep it simple. Educational Leadership, 50, 24.
40. Stone, S.J. (1995). Teaching strategies: Strategies for teaching children in multiage classrooms. Childhood Education, 71, 102-105.
41. Tanner, C.K., & Decotis, J.D. (1995). The effects of continuous progress nongraded primary school programs on student performance and attitudes toward learning. Journal of Research and Development in Education, 28, 135-143.
42. Veenman, S. (1995). Cognitive and noncognitive effects of multigrade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65, 319-338.
43. Wong, M.R., Erickson, B., King, P., Stoller, J., & Allen, T. (1977). Perceptions and activities in an open education environment. Child Study Journal, 7, 117-130.
44. Wright, R.J. (1975). The affective and cognitive consequences of an open education elementary school. American Educational Research Journal, 12, 449-468.