Classroom Learning Environments and Achievement in a Continuous Progress Curriculum.

Autor/inn/en	Talmage, Harriet; Rasher, Sue Pinzur
Titel	Classroom Learning Environments and Achievement in a Continuous Progress Curriculum.
Quelle	(1980), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Affective Behavior; Basic Skills; Classroom Environment; Continuous Progress Plan; Educational Objectives; Educational Research; Elementary Education; Management by Objectives; Mathematics Instruction; Program Evaluation; Reading Achievement; Reading Programs; Reading Research; Urban Education + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Basic skill; Grundfertigkeit; Klassenklima; Unterrichtsklima; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Mathematics lessons; Mathematikunterricht; Programme evaluation; Programmevaluation; Leseleistung; Leseforschung; Stadtteilbezogenes Lernen
Abstract	A cohort group of nine-year-olds in nine inner-city schools were studied over a three-year period to determine the extent of reading achievement under a continuous progress reading and mathematics curriculum instituted in a large urban school system. Changes in students' perceptions of their learning environment, such as reduced competitiveness, decreased higher thought process activities, lower perceived difficulty, and decreased satisfaction were observed. These unanticipated outcomes suggest that curriculum decision makers should examine achievement gains in a new light. Whether the anticipated achievement outcomes in a continuous progress curriculum based on specific reading and mathematics skills are attained at the expense of other important aspects of learning should be considered. (Author/MKM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01