Literaturnachweis - Detailanzeige
| Autor/in | Pardini, Priscilla |
|---|---|
| Titel | The Slowdown of the Multiage Classroom: What Was Once a Popular Approach Has Fallen Victim to NCLB Demands for Grade-Level Testing |
| Quelle | In: School Administrator, 62 (2005) 3, S.22 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6439 |
| Schlagwörter | Federal Legislation; Educational Environment; Educational History; Student Evaluation; School Restructuring; Multigraded Classes; High Stakes Tests; Mixed Age Grouping; Educational Innovation; Kentucky |
| Abstract | In this article, the author discusses multiage education. Multiage education hailed as recently as 10 years ago as a promising way to restructure schools and boost student achievement but now has fallen on hard times. Interest in the issue has waned, with new research on the topic virtually nonexistent and attendance at national multiage conferences a fraction of what it once was. Schools across the country are cutting existing multiage programs, or choosing not to begin new ones. Even the state of Kentucky, which in 1990 heralded ungraded primary education as a linchpin of its sweeping school reform effort, has seen the scope of its multiage initiative reduced by half. Some trace the decline of multiage education to No Child Left Behind and its emphasis on standardized, grade-level testing. A list of additional resources and Web sites concludes this article. (ERIC). |
| Anmerkungen | American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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