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7 3 -1 2 ,7 0 1

DIRKSE, Lamont Dale, 1927A SURVEY OF CURRICULAR PRACTICES IN SELECTED
ELEMENTARY SCHOOLS IN MICHIGAN THAT HAVE
ADOPTED THE NON-GRADED CONCEPT.
Michigan State University, Ed.D., 1972
Education, curriculum development

U n iv e r s ity M ic ro film s , A X £R Q \ C o m p a n y , A n n A rb o r, M ic h ig a n

A SURVEY OF CURRICULAR PRACTICES
S C HO OLS

IN S E L E C T E D E L E M E N T A R Y

IN M I C H I G A N T H A T H A V E A D O P T E D THE
NON-GRADED CONCEPT
By
L a m o n t Dale D i r k s e

A THESIS
S u b m i t t e d to
M i c h i g a n St a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n t s
for the d e g r e e o f
DOCTOR OF EDUCATION
C o l l e g e of E d u c a t i o n

1972

PLEASE

Some

NOTE:

pages

may

indistinct
Filmed

University

as

Microfilms,

have

pr in t .
received.

A

Xerox

Education

Company

ABSTRACT
A S U R V E Y OF C U R R I C U L A R P R A C T I C E S IN
S E L E C T E D E L E M E N T A R Y S C H O O L S IN
MICHIGAN THAT HAVE ADOPTED
THE N O N - G R A D E D C O N C E P T
By
L a m o n t D a l e Di r k s e

The p r i m a r y p u r p o s e of
if c h a n g e s
of

ha ve t a k e n p l a c e

the n o n - g r a d e d

to e x p l o r e w h a t

to find o u t

in the c u r r i c u l a r p r a c t i c e s

selected elementary schools

adopted

this s t u d y w a s

in M i c h i g a n

concept.

implications

t h a t have

A secondary objective was

these changes

have

for the

p r e p a r a t i o n of e l e m e n t a r y t e a c h e r s and o t h e r p e r s o n n e l
i n v o l v e d in the n o n - g r a d e d p r o g r a m .
Thi s

study was designed

m e t h o d of r e s e a r c h u s i n g
and

observation

problem.

the q u e s t i o n n a i r e ,

techniques

Thirty-four

graded program were

to e m p l o y t h e d e s c r i p t i v e

to m a k e a b r o a d

schools purporting

s e l e c t e d as a sample

t h i r t y of t he s c h o o l s w e r e l i s t e d

the M i c h i g a n

Elementary School Principals

in 1969 and

s elected

schools

a n a l y s i s of

the

to h ave a nonfor

the study:

in a s t u d y c o n d u c t e d

the C u r r i c u l u m C o m m i s s i o n of

other

the interview

by

D e p a r t m e n t of
1970,

and four

in w e s t e r n M i c h i g a n w e r e added to

Lamont Dale Dirkse
that

list.

contact
were

A questionnaire was designed and mailed

p e r s o n in e a c h

school.

appeared
were

Twenty-six questionnaires

r e t u r n e d and t h e d a t a w e r e

R e s u l t s of the q u e s t i o n n a i r e s
to h a v e t he m o s t

sel e c t e d

for an

r a c h of the six

to i n d i c a t e

questions,

study.

schools which

the p r o g r a m and
and

to

to

some

f r o m the q u e s t i o n n a i r e s w e r e

the n u m b e r of r e s p o n s e s

and r e s p o n s e s

these

A visit was made

some teachers,

The d a t a c o l l e c t e d

tabulated

i n d i c a t e d six

s c h o o l s to o b s e r v e

i n t e r v i e w the a d m i n i s t r a t o r ,
st ude nts .

tabulated and analyzed.

innovative programs and

i n —d e p t h

to a

to c e r t a i n

to q u e s t i o n s d e a l i n g w i t h

definitions were presented

in na rra t i o n .

Conclusions
1.
tional,

So me c h a n g e s

methodological

n o n - g r a d e d pro gram.

have

a nd p h i l o s o p h i c a l

In s ome

schools

to s e l e c t c e r t a i n e x p e r i e n c e s
indicating
noted

t a k e n p l a c e in

the

a s p e c t s of the

students were allowed

in the c u r r i c u l u m ,

schools are becoming mor e

instruc­

flexible.

thus
It w a s

tha t there is a n e m p h a s i s o n the d i s c o v e r y a ppr o a c h .

Teachers

seemed

to be m o r e a w a r e of c h i l d r e n as

as e x h i b i t e d by a c h i l d - c e n t e r e d a p p r o a c h r a t h e r

individuals
tha n a

subject-centered approach.
2.

There

seems

a c c o r d i n g to abi lity,
e m p h a s i s on
the

to be a trend

achievement

individualizing

non-graded

program.

to do

less grouping

and in ter e s t ,

the p r o g r a m s of

and more

students

in

Lamont Dale Dirkse
3.
pants

The responses would indicate

feel

the non-graded programs

the p r i m a r y
based upon
existence
expanded

the
for

facts t h a t
some time,

to

that nine

conclusion

at

is

in

hav e n o w

intermediate

their

level.

non-graded

the questionnaires.
and the i n t e r v i e w s

idea of n o n — g r a d e d n e s s
to p r o g r e s s

at

their o w n

r a t e of

pre-service

speed.

r o l e in a n o n -

i n d i v i d u a l s as w e l l

s h o u l d have s ome

indicated

is a p r o g r a m w h i c h

Teacher aides play a valuable

g r a d e d p r o g r a m and th e s e

successful

schools

i n c l u d e the

The observations

allows students

teachers

This

the p a r t i c i ­

th e p r o g r a m s h a v e b e e n

Few participants defined

the b a s i c

6.

h ave b e e n

schools.

and

s p e c i f i c a l l y on
5.

that

in t h e i r

their programs
4.

programs

level

th at

as c l a s s r o o m

training

in n o n -

graded programs.
Recommendations
1.
critically
co u l d

be

Educators

should

in n o n - g r a d e d

evaluate

the curriculum

s c h o o l s to see

if i n n o v a t i o n s

i n t r o d u c e d w h i c h w o u l d m a k e the p r o g r a m t r u l y

ind i v i d u a l i z e d .
2.

Educators

n e w and e f f e c t i v e
the n o n - g r a d e d

teaching

program.

a flexible means
o w n r a t e of

s h o u l d c o n t i n u e to e x p e r i m e n t w i t h
t e c h n i q u e s w h i c h m a y be u s e d

These

for a l l o w i n g

speed.

techniques
s tud e n t s

in

sh o u l d p r o v i d e

to p r o g r e s s

at th eir

Lamont Dale Dirkse
3.

Schools

professionals
viduals

s hou ld
4.

s h o u l d c o n t i n u e to use p a r a -

in t h e n o n - g r a d e d
receive

spe cia l

Teacher education

p r o g r a m s and t h e s e
training.

institutions

l e a d e r s h i p t h r o u g h p r e - s e r v i c e and
teachers working

in n o n - g r a d e d

indi­

should provide

i n - s e r v i c e t r a i n i n g for

programs.

ACKNOWLEDGMENTS

A dissertation
pe opl e a n d
sonally;

special

certain i n d i v i d u a l s

Co mmi tte e,

in r e a l i t y

the w o r k of m a n y

it w o u l d be d i f f i c u l t to t h a n k ea ch o n e p e r ­

however,

To

is

Dr.

recognition

s h o u l d be g i v e n

for t h e i r a s s i s t a n c e

Calhoun Collier,

a w a r m note o f

Dr. C h a r l e s
expression

B l a c k man ,

thanks

f o r his

of

Also
trators,

the c o m m i t t e e ,

a n d Dr.

gratitude

deep personal

tea chers

Dr.

the s t u d e n t s

w h i c h p a r t i c i p a t e d in the study.
and completion

an d

J e a n Le Pere,

Donald Olmsted,

for t h e i r a d v i s e

and

con­

and a s s i s t a n c e ,

a sincere

and g u i d a n c e .

deserving of special thanks

the

the r e s u l t s

and encouragement.

the C h a i r m a n of the D o c t o r a l

cern a n d f o r his ma ny h o u r s of g u i d a n c e
to the o t h e r m e m b e r s of

to

are the

adminis­

in the sc hoo ls,

Without

their cooperation,

of the p r o j e c t w o u l d n e v e r h a v e

be en p o s s i b l e .
To

the m emb e r s

College, w h o

of

so w i l l i n g l y

responsibilities

so th at

the E d u c a t i o n
accepted

D e p a r t m e n t o f Hope

additional

department

this p r o j e c t m i g h t be c o m p l e t e d ,

a special w o r d of a p p r e c i a t i o n is gi v e n .
Finally,

to my w i f e ,

Susan a n d N a n c y , my d e e p e s t
understanding

Ruth,
love

and p a t i e n c e d u r i n g

a n d o u r ch ild ren ,

David,

for t h e i r e n c o u r a g e m e n t ,
this e nde a v o r .

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS

..............................................

LIST

O F T A B L E S ................................................

LIST

O F A P P E N D I C E S ........................................ vi

ii
V

Chapter
I.I N T R O D U C T I O N ...........................................
P u r p o s e of S t u d y
.................................
S i g n i f i c a n c e of the P r o b l e m
.....................
D e f i n i t i o n of T e r m s
................................
L i m i t a t i o n s of S t u d y ................................
A s s u m p t i o n s ...........................................
O r g a n i z a t i o n of the S t u d y
.........................
II.

REVIEW OF RELATED LITERATURE ANDRESEARCH

. .

1
2
3
6
7
8
8
10

H i s t o r i c a l A p p r o a c h to A N o n - G r a d e d P r o g r a m
.
10
R e o r g a n i z i n g C u r r i c u l u m ..........................
14
Related Research Findings
......................
21
Other Innovative Programs
......................
28
S u m m a r y .................................................33
III.

D E S I G N OF THE S T U D Y ................................. 35
P u r p o s e of the S t u d y .................................. 35
D e s i g n of the S t u d y .................................. 35
A n a l y s i s of D a t a ..................................... 41
S u m m a r y .............................
43

IV.

D A T A F R O M THE S T U D Y .................................4 5
Introduction
.....................................
45
B a s i c I n f o r m a t i o n ..................................... 46
49
C u r r i c u l u m P r a c t i c e s .............................
Staff Development . . . . . . . . . .
60
S e l e c t e d S ch o o l s
.................................
67
S u m m a r y .................................................85

Chapter
V.

Page
C O N C L U S I O N S A N D R E C O M M E N D A T I O N S .......................86
C o n c l u s i o n s ............................................. 86
Recommendations
.................................
92
S u m m a r y ................................................ 96

B I B L I O G R A P H Y ................
A P P E N D I X .................. .

................................. 97

.........................

iv

102

LIST OF TABLES

Table

Page

1.

Positions

H e l d by

Individuals

Responding

. . .

2.

Organizational

3.

I n i t i a l Dates of N o n - G r a d e d P r o g r a m s

4.

N o n - G r a d e d A p p r o a c h ...................................... 51

5.

Degree

of F l e x i b i l i t y

6.

U s e of

S e l e c t e d P r o c e d u r e s .............................. 58

7.

A r e A d u l t s R e q u i r e d to H o l d M i c h i g a n T e a c h i n g
Certificates?
.....................................

61

8.

T e a c h e r Aides

61

9.

D e c i s i o n M a k i n g I n v o l v e m e n t of T e a c h e r s and
A d m i n i s t r a t o r s in Ten S e l e c t e d A r e a s . . .

P a t t e r n s of N o n - G r a d e d S c h o o l s

Involved

.

.

.

46
.

.

48
49

of P r o g r a m s ................... 56

in N o n - G r a d e d P r o g r a m s

v

.
.

66

LI ST O F A P P E N D I C E S

Appendix

Page

A.

Q u e s t i o n n a i r e ........................................... 101

B.

L e t t e r W i t h Q u e s t i o n n a i r e .............................107

C.

S e c o n d L e t t e r Wit h Q u e s t i o n n a i r e

D.

Q u e s t i o n n a i r e for the I n t e r v i e w s ................... Ill

vi

................

109

CHAPTER I
INTRODUCTION

Educators

are

striving

to fi nd w a y s

"Change"

to m a k e

learning

relevant

for y o u n g peo ple .

key w o r d

in e d u c a t i o n a l

systems

are

studying

the p o s s i b i l i t y of c h a n g i n g the a d m i n i s t r a t i v e

and

circles.

has a p p e a r e d to be a

Public school

the o r g a n i z a t i o n a l p a t t e r n s w h i c h h a v e b e e n in e x i s t e n c e
for some

time.

A g r e a t d e a l of i n t e r e s t has b e e n s how n in

the o p e n

c l a s s r o o m concept;

u s i n g the m o d u l a r

a f l e x i b l e s c h e d u l i n g system,

and block

approach,

has e x c i t e d m a n y

a d m i n i s t r a t o r s ;t e a m - t e a c h i n g a n d i n d i v i d u a l i z e d
are b e c o m i n g
Within

the

f a m i l i a r terms

last two dec ades,

a non-graded concept
have

initiated

both principle
The
so me

f r om the

many

in e d u c a t i o n .

communities have adopted

form.

S ome s c h o o l s

c o n c e p t in t h e i r e l e m e n t a r y

in M i c h i g a n
s ch o o l s

in

and practice.

ter m " n o n - g r a d e d "

a philosophical

to e i t h e r of

a child's

it.

this

in som e

it is an o r g a n i z a t i o n a l

definitely
basic

to a n y o n e i n v o l v e d

learning

progress

has

cha nge ,

change.

the a b o v e

dual

implications;

and to o t h e r s
The s p e c i f i c

approaches

is the

to

it is

theme

i d e a that

t h r o u g h s c h o o l s h o u l d be c o n t i n u o u s

tim e he e n t e r s e l e m e n t a r y

A tr ue c o m m i t m e n t

school

until he

leaves

to the n o n - g r a d e d c o n c e p t m a y
1

lead

2

to a r e v o l u t i o n in e d u c a t i o n — a r e v o l u t i o n w h i c h m a n y
individuals say must

take p l a c e

if e d u c a t i o n is to s u r v i v e ,

if o u r e d u c a t i o n a l s y s t e m is g o i n g to b e
preparing youngsters
e n c o u n t e r in the
cators
of

successful

for the e x p e r i e n c e s w h i c h

space age#

it may be n e c e s s a r y

to r e s t r u c t u r e t h e i r p r e s e n t p r o g r a m s .

the p r o g r a m s

m a y hav e to be

they w i l l
for e d u ­
The

for m o r e t h a n

It ap pears

to be d e v e l o p e d .

and procedures

instruction which have been used

" l o c k - ste p"

provides opportunities
own

a non-graded program which
at h i s

bas is.

Purpose
The p r i m a r y p u r p o s e
selected schools

in a

in o r d e r to

for a c h i l d to p r o g r e s s

s p e e d on a c o n t i n u o u s

that

Curriculum practices

g r a d e d p r o g r a m m u s t be c h a n g e d

m e e t the b a s i c o b j e c t i v e of

and

administrative

purposes will have
for

content

changed and new methods

p r o c e d u r e s u s e d to m e e t the o bje cti ves .
an o r g a n i z a t i o n a l p r o g r a m

in

in M i c h i g a n
in

of Study

of

this s t u d y w a s

to s u r v e y

to d e t e r m i n e i f c h a n g e s h a v e

in

a c t u a l i t y t a k e n pl a c e

the

i n s t r u c t i o n a l p r o g r a m an d

in

the i n s t r u c t i o n a l p r o c e d u r e s of those w h o ha ve

adopted

the n o n - g r a d e d concept.
The

s p e c i f i c o b j e c t i v e s of the s u r v e y were:

1.

to f i n d o u t if c h a n g e s hav e t a k e n p l a c e in the
c u r r i c u l a r p r a c t i c e s of the e l e m e n t a r y s c h o o l s
in M i c h i g a n t h a t h a v e a d o p t e d the n o n - g r a d e d
c o nc ept .

3
2.

to f i n d o u t w h a t s p e c i f i c ch anges h a v e

taken

place.
3.

to e x p l o r e w h a t i m p l i c a t i o n s
have

these c h a n g e s

for the p r e p a r a t i o n of e l e m e n t a r y

and other personnel

te ach ers

i n v o l v e d in the n o n - g r a d e d

pr ogr am.
The

r e s u l t s of this s u r v e y m ay s e r v e

for t h o s e s c h o o l s y s t e m s
and a l s o m a y b e h e l p f u l
that h a v e

already

be r e m e m b e r e d that
are

a means

of

considering

as r e s o u r c e

the n o n - g r a d e d c o n c e p t

for e v a l u a t i o n

adopted

in those s c h o o l s

a n o n - g r a d e d approach.

the m e c h a n i c s o f

achieving

information

It must

a non-graded program

the ends.

S i g n i f i c a n c e of the P r o b l e m
" A c c o u n t a b i l i t y ” is a k e y w o r d
Parents are q u e stioning educators
of p r o g r e s s of y o u n g p e o p l e ;
methods

and practices

the e x p e r i e n c e s w h i c h t e a c h e r s
dren

in the school s.

cerned about

The

The public

the t o t a l

for t h e i r c h i l ­

S t a t e B o a r d of E d u c a t i o n

is c o n ­

for

some f u n d i n g of the

in h a v i n g e d u c a t o r s take

the

lead

educational program.

s t u d y of the h i s t o r y o f t h e A m e r i c a n p u b l i c
that o ur

few drastic changes

the e a r l y

t hey are c o n c e r n e d about

are p r o v i d i n g

responsible

is i n t e r e s t e d

school reveals
gone

to k now w h y c e r t a i n

is a ls o c o n c e r n e d a b o u t t h e q u a l i t y of e d u c a t i o n .

in i m p r o v i n g
A

and

lack

the q u a l i t y of e d u c a t i o n o u r yo u t h is r ece iv i n g .

Th e S t a t e L e g i s l a t u r e ,
programs,

a b o u t the p r o g r e s s or

the y w a n t

a r e used;

today in e d u c a t i o n .

1 8 0 0 's.

The

schools have

un t i l r e c e n t l y

under­

since their

formative days

in

self-contained classroom w i t h

the

4

"lock-step"
al p a t t e r n

p r o g r a m is s t i l l the m o s t p r e v a l e n t o r g a n i z a t i o n ­
at the e l e m e n t a r y

y e a r s e x p e r i m e n t a t i o n has
new educational
reasons

theories

for this

level;

however,

taken place

a t this

and p r a c t i c e s .

interest

in ch a n g e

the e l e m e n t a r y

school.^

de al o f i n t e r e s t has b e e n
particularly

and

(1)

to

to p r o m o t e

c h i l d e n r o l l e d in
a great

g e n e r a t e d in the n o n - g r a d e d school,

is n o t new;

for a n u m b e r of years.

(2)

two d e c a d e s

the n o n - g r a d e d e l e m e n t a r y

the n o n - g r a d e d c o n c e p t

two-fold:

for e v e r y

In the p a s t

level w i t h

Th e s i g n i f i c a n t

are

promote higher educational standards,
sound personality development

in r e c e n t

school.

Actually

it has b e e n in e x i s t e n c e

S i n c e 1950 the n o n - g r a d e d sc h o o l

m o v e m e n t has b e e n m o v i n g a h e a d at a m o r e r a p i d pace,
2
e s p e c i a l l y in l arg er s c h o o l s .
It h a s b e e n d i f f i c u l t to
determine how many

s y s t e m s hav e a c t u a l l y

non-graded program because
of

the e x a c t n a t u r e

Anderson,

in an a d d r e s s

two things.

t here is a lac k of u n d e r s t a n d i n g

of a n o n - g r a d e d s c h o o l .
given

for T e a c h e r s o n F e b r u a r y
is

i n c o r p o r a t e d the

First,

22,

Dr.

Robert

at G e o r g e P e a b o d y C o l l e g e
1965,

said,

"Non-gradedness

it is a p h i l o s o p h y ,

a s y s t e m of

v a l u e s on the b a s i s o f w h i c h we b u i l d o u r p rogram.
al so a set of a d m i n i s t r a t i v e

It is

and i n s t r u c t i o n a l p r a c t i c e s .

Ij o h n G o o d l a d and R o b e r t A n d e r s o n , The N o n - G r a d e d
E l e m e n t a r y S c h o o l (New York:
H a r c o u r t , B r a c e , and W orl d,
R e v i s e d E d i t i o n , 1963), p. 205.
2 I b i d . , p.

207.

^ R o b e r t A n d e r s o n , " N o n - G r a d e d S c h o o l s a n d the
C u l t u r a l l y D e p r i v e d C h i l d , " P e a b o d y R e f l e c t o r (March—
A p ril , 1965), p. 67.

5
If a s c h o o l s y s t e m a g r e e s w i t h
non-gradedness,

that of providing

a y o u n g c h i l d f r o m the
until

he

leaves

r e - e v a l u a t e its
The m o s t

it,

the p h i l o s o p h y of

continuous progress

time he e n t e r s

the e l e m e n t a r y

for
s ch o o l

t h e n that s c h o o l s y s t e m w i l l h a v e to

c u r r i c u l u m in l i g h t o f its m a j o r o b j e c t i v e s .

significant

as p e c t of

any

s c h o o l s h o u l d be its

c u r r i c u l a or i n s t r u c t i o n a l p r o g r a m .

T o o f r e q u e n t l y the

administrators of non-graded schools

are m o r e

with

the

administration,

the l e v e l s

concerned

of o r g a n i z a t i o n ,

a nd

the t e x t b o o k s w h i c h w i l l be used.
St udies h a v e b e e n made c o n c e r n i n g p u p i l
of n o n - g r a d e d s t u d e n t s
s y ste m,

the attitudes

compared with

s t u d y mo st

which was
tion

in

noting
fore,

in a n o n - g r a d e d s c h o o l

teachers

in g r a d e d schools,

s i m i l a r in na t u r e

to this s u r v e y w a s one

c o n c e r n e d w i t h g r o u p i n g of c h i l d r e n

the n o n - g r a d e d school.

No study was

for instruc­
available

c u r r i c u l u m c h a n g e s in n o n - g r a d e d p r o g r a m s ;
this

ne ss o f

s ur v e y w a s

feels

sc h o o l a n d he w a s
have b e e n m a d e

changes may

procedures,

there­

impleme nte d.
strongly

about

the e f f e c t i v e ­

the c u r r i c u l u m or i n s t r u c t i o n a l p r o g r a m o f

if c h a n g e s
These

teachers

in a g r a d e d

a nd a d m i n i s t r a t i o n of n o n - g r a d e d schools.

The r e s e a r c h e r

graded

of

the a t t i t u d e s of

and s u p e r v i s i o n
The

c o m p a r e d t o stu de n t s

achievement

therefore
in t h e s e

a non-

i n t e r e s t e d in d i s c o v e r i n g
a spe cts o f

the program.

i n c l u d e new p r o g r a m s , n e w i n s t r u c t i o n a l

and n e w w a y s

of i n v o l v i n g

the staff.

A survey

6
of e x i s t i n g p r o g r a m s

in

the state of M i c h i g a n m a y p r o v e

that t h e r e has b e e n a s i g n i f i c a n t c h a n g e

in the c u r r i c u l u m

and i n s t r u c t i o n a l p r o c e d u r e s o f the n o n - g r a d e d p r o g r a m ,
and in t u r n may se r v e
considering

are

are they e x p e r i e n c i n g

between

resource i n f o r m a t i o n

c h a n g i n g to t h e n o n - g r a d e d c o n c e p t ,
changes

for the c h i l d r e n ?

in c u r r i c u l a r p r a c t i c e w h i c h
What difference

of this s u r v e y

to t h e s e q u e s t i o n s
for q u a l i t y

should produce

t her e

The
purposes

Th e

som e c o n c r e t e

a n d p r o v i d e som e g u i d e l i n e s

answers

in p l a n n i n g

in e d u c a t i o n .
Definitions
terms

of this

tha t
study

of T e r m s

are use d f r e q u e n t l y are d e f i n e d
as

that permits

flexi­

and attention

to the p l a n n e d e x p e r i e n c e s

to

the

in s ch o o l .

Primary Unit— a term which
in an e l e m e n t a r y

kindergarten,

the

e a c h child.

Curriculum--refers
child e n c o u n t e r s

provides

continuous progress

the i n d i v i d u a l needs o f

for

follows:

M o n-Graded— a concept which

years

is

a g r a d e d p r o g r a m and a n o n - g r a d e d p r o g r a m ?

fi ndi n g s

bility

for s c h o o l s

the n o n - g r a d e d concept.

If s c h o o l s

are b e t t e r

as

first,

school.

second,

includes

Normally

the

first

it w o u l d be

and t h i r d grades.

Continuous Progress — a term whi c h
interchangeably with non-graded.

may be u s e d

four

7
L o c k s t e p P r o g r a m — the w h o l e
t o ge ther,

w i t h e a c h o n e e x p e c t e d to do

G r o u p i n g — this
dents

into

t e r m refers

small segments

arrangements.
according

c l a s s mo ves

of

For example,

thing.

to the p l a c i n g of

the c l a s s
stud e n t s

to i n t e r e s t ar e a s ,

the same

ahead

stu­

i n any n u m b e r of

c o u l d be g r o u p e d

according

to a c h i e v e m e n t ,

or a c c o r d i n g to ability.
Limitations
Certain
1.

of

the S t u d y

limitations have been

Th e i n v e s t i g a t i o n in this
to s e l e c t e d e l e m e n t a r y

d e f i n e d as follow s:
s t u d y was

schools

confined

in the s t a t e

of M i c h i g a n .
2.

T h e i n v e s t i g a t i o n was

c o n f i n e d to the p r i m a r y

u n i t of the n o n - g r a d e d s c h o o l s .
3.

This

i n v e s t i g a t i o n was

programs which

c o n c e r n e d w i t h th ose

h a v e been in e x i s t e n c e a t le a s t

three y e a r s .
4.

This

i n v e s t i g a t i o n was

ti o n a l p r o g r a m s

concerned with instruc­

e x i s t i n g p r e s e n t l y in the n o n -

graded schools .
5.

This

i n v e s t i g a t i o n di d n o t

sideration,
the pro g r a m ,
(c)

(a)
(b)

siz e of s t u d e n t p o p u l a t i o n in
s t u d e n t - t e a c h e r ratio,

the s o c i o - e c o n o m i c

in w h i c h

t a k e int o c o n ­

level of

the n o n - g r a d e d s c h o o l

and

the c o m m u n i t y
is located.

8

Assumptions
Two basic assumptions
1.

Effective
schools

The

this

investigation:

instructional programs

are the b e s t m e a n s

p o t e n t i a l of
2.

underly

in n o n - g r a d e d

of d e v e l o p i n g the

all s t u d e n t s .

c u r r i c u l u m o r i n s t r u c t i o n a l p r o g r a m is

the m o s t s i g n i f i c a n t a s p e c t of a n o n - g r a d e d
school.
O r g a n i z a t i o n of the S t u d y
This c h a p t e r ha s
the p u r p o s e o f
significance

the stu dy,

throughout

and a s s u m p t i o n s .

In the

pertinent

related

to this

the s t u d y

literature

investigation.

the s a m p l e w i l l be r e p o r t e d ;

and studies whi c h

are

In C h a p t e r III the d e s i g n
T h e m e t h o d in w h i c h
rev iew ed.

vestigation.

the

The

the m e t h o d of s e l e c t i n g

a n d the p r o c e d u r e s

u s e d in

d i s c u sse d.

A p r e s e n t a t i o n of all d a t a c o l l e c t e d

f r o m the

a n d f rom the i n t e r v i e w s w i l l b e g i v e n

C h a p t e r IV in a c c o r d a n c e w i t h

II,
an

the i n v e s t i g a t i o n w i l l b e

questionnaires

Chapter

This will include

conducted will be

q u e s t i o n n a i r e w i l l be e x p l a i n e d ;

conducting

a n d the l i m i t a t i o n s

f o l l o w i n g cha p t e r .

of the s t u d y w i l l b e d i s c u s s e d .
investigation was

the

the d e f i n i t i o n s w h i c h w i l l be

l i t e r a t u r e w i l l be r e v i e w e d .

examination of

a statement indicating

the s p e c i f i c o b j e c t i v e s ,

of the study,

used frequently

the

included

the p u r p o s e s of this

in

in­

9
The s u m m a r y t the

conclusions

w i l l be p r e s e n t e d i n C h a p t e r V.

a n d t he r e c o m m e n d a t i o n s

C H A P T E R II
REVIEW OF RELATED LITERATURE AND RESEARCH

The
literature

information w h i c h was gleaned from the
and r e s e a r c h

studies

w i l l be p r e s e n t e d u n d e r

the

p e r t e n e n t to t h i s

following

topics:

cal A p p r o a c h to a N o n - G r a d e d P r o g r a m ,
Curriculum

from Traditional

R e s e a r c h F i n d i n g s , and

(4)

(2)

to N o n - G r a d e d ,
Other

r ela t e d
study

(1)

Histori­

Reorganizing
(3)

Innovations

Related

Related

to

Non-Graded.
Historical Approach

to A N o n - G r a d e d P r o g r a m

In the e a r l y

e d u c a t o r s b e g a n to q u e s t i o n

seriously

the

popular since
a p r o g r a m at

190 0's

lock-step graded program which h a d b e e n
the m i d d l e

IROO's.

Schools

developed

the San F r a n c i s c o N o r m a l Sch ool w h e r e b y

children studied individualized,
material.^

Frederic Burk

This

idea

led

to d e v e l o p one o f

in our c o u n t r y .

self-instructional

the W i n n e t k a ,
the

Ill inois,

Public

first non-graded p r o grams

The n o n - g r a d e d p h i l o s o p h y m a i n t a i n e d that

each child should progress

at hi s o w n rate of s p e e d .

2

1J o h n L. T e w k s b u r y , N o n - G r a d i n g in the E l e m e n t a r y
S c h o o l (Columbus, Ohio:
C h a r l e s e T M e r r i l l B o o k s , Inc. ,
196?), p. 16.
2

I b i d ., p . 16.
10

11

Other experimental programs,
t r i e d in v a r i o u s
gr ade d,

s e c t i o n s of o u r

o r ung rad ed,

in the 1940's.
continuous

s i m i l a r in n a t u r e ,
country.

Milwaukee,

history of

schools

term non-

came into u s a g e w i t h t h e s e p r o g r a m s
Wisconsin,

has

the l o n g e s t

the n o n - g r a d e d p r o g r a m in o u r co untry.

The p r o g r a m w a s s t a r t e d there in
mentary

The

were

19 42 in one of

the e l e ­

a n d n o w it has e x p a n d e d to i n c l u d e

all of

3

the e l e m e n t a r y s c h o o l s .
schools

throughout

Since

t h a t time m a n y o t h e r

the c o u n t r y h a v e

for mal ly

adopted

the

non-graded concept.
So me

c o m m u n i t i e s in M i c h i g a n b e c a m e

the n o n - g r a d e d c o n c e p t d u r i n g the
ever,

there

19 5 0 's an d 19 60's;

is n o t v e r y m u c h i n f o r m a t i o n a v a i l a b l e

these programs.

w h i c h has b e e n of

the

about

d e v e l o p e d in M i l w a u k e e ,

n umber of other communities

no n-graded concept

schools

The

Flint,

Other programs were
Birmingham,

in M i c h i g a n .

in M i c h i g a n h ave

appears

as n o n - g r a d e d schools.

and a

A t t e m p t i n g to
adopted

an i m p o s s i b i l i t y .

D e p a r t m e n t of E d u c a t i o n d oes n o t h a v e

^ I b i d . , p . 17.

in the st ate .

to the p r o g r a m w h i c h w a s

Wisconsin.

in G r a n d Ra pid s,

f i nd o ut h o w man y

is p e r h a p s o n e p r o g r a m

lon g e s t e x i s t e n c e

p r o g r a m is s i m i l a r in n a t u r e

organized

how­

T h e B u n k e r E l e m e n t a r y Sc hoo l C o n t i n u o u s

P r o g r e s s Plan, M u s k e g o n , M i c h i g a n ,

instituted

involved with

the

The State

a list of s c h o o l s

The Elementary

School

12
P r i n c i p a l s of M i c h i g a n did c o n d u c t
19 70 a s k i n g s c h o o l s
programs,

an d n e w

te c h n i q u e s .
Evidently educators

which was

geared

fe lt t h a t

felt tha t t r a d i t i o n a l e d u c a t i o n ,

to the ave r a g e

n e e d s of a l l the st ude nts .

child,

Burk

the c u r r i c u l u m s h o u l d

w a s n o t m e e t i n g the

and o t h e r individuals
focus o n

the i n d i v i d u a l

Th is n e w a p p r o a c h w a s k n o w n by a v a r i e t y of terms.

The one w h i c h
ever,

and

to i n d i c a t e if t h e y h a d a d o p t e d n e w

different organizational patterns

teaching

child.

a s u r v e y in 1969

is m o s t

commonly known

is n o n - g r a d e d ;

how­

it h a s als o b e e n k n o w n b y c o n t i n u o u s p r o g r e s s ,

g raded,

primary

w a s u s e d in this

cycle,

and levels

s yst em.

study was non-graded,

d e f i n e d in a n u m b e r o f ways.

Dr.

un­

The t e r m w h i c h

a n d has b e e n

Robert Anderson

said,

N o n - g r a d e d n e s s is two things.
F i r s t , it is a
p h i l o s o p h y , a s y s t e m of v a l u e s o n t h e b a s i s of w h i c h
w e b u i l d our p r o g r a m .
It is a l s o a set of a d m i n i s ­
t r a t i v e and i n s t r u c t i o n a l p r a c t i c e s . ^
He e x p l a i n s

this

f u r t h e r in a n o t h e r s o u r c e by s a y i n g t h a t

philosophically non-gradedness
th e o r y of
children

continuous
are

pupil progress.

of e a c h

facilitate

child.
4

The differences

g r e a t and since t h e s e d i f f e r e n c e s

substantially modified,
school must

is d e s i g n e d to i m p l e m e n t

the s t r u c t u r e

among

c a n n o t be

an d p r a c t i c e s of

the

the c o n t i n u o u s e d u c a t i o n a l p r o g r e s s

The o r g a n i z a t i o n a l plan,

Anderson,

a

o p . c i t ., p.

67.

then,

for the

13
structure

and the i n s t r u c t i o n a l p r a c t i c e s w o u l d

incorporate

5

the a d m i n i s t r a t i v e

a spect.

A n o t h e r author,

Lee Sm i t h ,

defines n o n — gradedness

as:
A p h i l o s o p h y o f e d u c a t i o n w h i c h m a k e s p o s s i b l e the
a d j u s t i n g of t e a c h i n g and a d m i n i s t r a t i v e p r o c e d u r e s
t o m e e t d i f f e r i n g social, m e n t a l , a n d p h y s i c a l
c a p a c i t i e s a m o n g children.
It uses an o r g a n i z a t i o n a l
p l a n w h i c h e l i m i n a t e s g r a d e labels, p r o m o t e s f l e x i b l e
g r o u p i n g and c o n t i n u o u s p r o g r e s s , and p e r m i t s the
,
u t i l i z a t i o n of m e a n i n g f u l i n d i v i d u a l i z e d i n s t r u c t i o n .
James L ewi s,
the n e g a t i v e s .
things,

J r . , b e g i n s his d e f i n i t i o n b y s t a t i n g

He s ays

tha t n o n - g r a d e d is n o t a n u m b e r o f

su ch as h e t e r o g e n o u s

t e a m tea chi ng,

etc.

M a n y of

grouping,

homogeneous grouping,

these instructional procedures

can b e e f f e c t i v e l y w o r k e d in a n o n - g r a d e d p r o g r a m ,
themselves

they are n o t n o n - g r a d e d .

bu t by

He s u m m a r i z e d it as

follows:
T h e n o n - g r a d e d t e c h n i q u e m u s t inc lud e p r o c e s s e s w h i c h
h u m a n i z e e d u c a t i o n a n d r e l a t e the e d u c a t i o n a l p r o g r a m
to the i n t e r e s t s , a b i l i t i e s , an d v a l u e s o f the i n d i ­
v i d u a l child.
It m u s t i n v o l v e the t r a n s i t i o n f r o m
t r a d i t i o n a l i s m to h u m a n i s m in r e a c h i n g a n d e d u c a t i n g
a l l children, e a c h in his o w n way.
H u m a n i s m , an
e s s e n t i a l p a r t of any n o n - g r a d e d p r o g r a m , m u s t be
f o s t e r e d by p r i n c i p a l , t e a c h e r , and s t u d e n t at all
times.
THE N O N - G R A D E D C O N C E P T S T R E S S E S I N D I V I D U A L I ­
Z A T I O N OF I N S T R U C T I O N IN T H E M O S T H I G H L Y R E F I N E D
MANNER POSSIBLE.7
5

Goodlad and Anderson,

o p . c i t . , p.

52.

^ L ee Smith, A P r a c t i c a l A p p r o a c h to t h e N o n - G r a d e d
E l e m e n t a r y S c h o o l (West N y a c k , N e w Y o r k : P a r k e r P u b l i s h i n g
C o . , 19 68), pT T 7
7
James L ewi s, Jr., A C o n t e m p o r a r y A p p r o a c h to N o n G r a d e d E d u c a t i o n (West Nyack^ N e w York:
P a r Jeer P u b l i s h i n g
C o . , 196 9 ) , pi 3"l.

14
Almost

all o f

the r e v i e w e d

th at n o n - g r a d i n g i nte nds
superstructure,
standards,

l i t e r a t u r e s t r e s s e d th e p o i n t

to do aw ay w i t h the g r a d e d

g r a d e d c ont e n t ,

graded textbooks,

and graded nomenclature

accustomed.

It p r o v i d e s

pupil progress

to w h i c h w e h a v e been

the o p p o r t u n i t y

for c o n t i n u o u s

u n i n h i b i t e d by g r a d e b a r r i e r s ,

the t e a c h e r to be mo re

flexible

graded

in p l a n n i n g ,

a n d thus frees
diagnosing,

and p r e s c r i b i n g p rog r a m s .
In al l the d e f i n i t i o n s
key

gi ven ,

i dea is i n d i v i d u a l i z a t i o n ,

one n o t e s

t h a t the

an a s p e c t w h i c h m u s t b e

u p p e r - m o s t in the minds of t h o s e w h o are s e r i o u s l y
sidering adopting a non-graded program.
indicated,

it is m o s t i m p o r t a n t t hat

fully w e i g h e d

takes

this

the a u t h o r s

f a c t o r be c a r e ­

in o r d e r to a v o i d c e r t a i n p i t f a l l s .

s c hoo l p e r s o n n e l
change

As al l

are aware of

place,

con­

these pitfalls

If

before

the

m a n y p r o b l e m s m a y be e l i m i n a t e d .

Reorganizing Curriculum
It is i n t e r e s t i n g
have

to n o t e

a d o p t e d the n o n - g r a d e d

s a me i n s t r u c t i o n a l progr am,
books,

etc.,

program.
field,

which

concept

continue

they u s e d p r e v i o u s l y

tha t w i t h i n

to u s e

c u r r i c u l u m guides,

G o o d l a d a nd A n d e r s o n ,

state

that many schools which

basal

in the

after abandoning

graded structure,
at

text­

in the g r a d e d

two a u t h o r i t i e s

a few y e a r s

the

a

n e e d for c u r r i c u l u m r e f o r m is f e l t in
Q
l east o n e o u t of three s c h o o l s .
O n e can s e e t h a t the
P

G o o d l a d and A n d e r s o n ,

ojo. c i t . , p.

20 8.

15
greatest

challenge

in m o v i n g to a n o n - g r a d e d p r o g r a m is

the o r g a n i z a t i o n of the c u r r i c u l u m .
guidelines

for d e v e l o p i n g

t h e r e are d i f f e r e n c e s
individuals.

Smith

lists

some

a curriculum:
as w e l l

l e a r n i n g is e v i d e n c e d t h r o u g h

as

similarities

a c h a n g e in b e h a v i o r .

the m o s t m e a n i n g f u l l e a r n i n g t a k e s p l a c e
p r o c e s s of d i s c o v e r y for o n e s e l f .
individuals draw relationships
of e x p e r i e n c e .

through

the

from their b a c k g r o u n d

i n d i v i d u a l s r e a c t to a s t i m u l u s
at t h e i r ow n rate a n d depth.
l e a r n i n g ta k e s p l a c e b e s t w h e n
f r e e d o m of choice.

among

and initiate

action

the i n d i v i d u a l has

e a c h c h i l d has r i g h t s
individual.

and r e s p o n s i b i l i t i e s

as an

e a c h c h i l d has ri g h t s
m e m b e r of a group.

and r e s p o n s i b i l i t i e s

as a

t h e r e is a d i r e c t r e l a t i o n s h i p b e t w e e n m e a n i n g f u l
learning and amount of personal involvement.
l e a r n i n g s i t u a t i o n s n e e d to be p r o v i d e d a t m a n y
levels in a v a r i e t y of g r o u p i n g s .
the s c h o o l e n v i r o n m e n t m u s t be on e w h i c h e n c o u r a g e s
a f e e l i n g of b e l o n g i n g .
e a c h c h i l d m u s t ha ve o p p o r t u n i t i e s to t h i n k a n d w o r k
as an i n d i v i d u a l as w e l l as a m e m b e r of a group.
l e a r n i n g t a k e s p l a c e b e s t w h e n an i n d i v i d u a l ass u m e s
r e s p o n s i b i l i t y for his o w n p r o g r a m of i n s t r u c t i o n . ^
In o r d e r to i m p l e m e n t
m u s t be

followed.

to b e g i n

Many

is to o r g a n i z e
9

Smith,

a program,

authors suggest
the m a t e r i a l

o p . c i t . , p.

14.

a plan of action
tha t a g o o d way

in the s k i l l

subjects

16
on d i f f e r e n t
plan.

levels.

Tewksbury

quently.

Lewis

Th is

is k n o w n

a nd S m i t h r e f e r to the
follows

a s i m i l a r plan;

it the S k i l l o r C o n c e p t S e q u e n c e
definitely built
(which i n c l u d e s

reading)

s u c h as s o c i a l s t u d i e s
level,

a n d grade.

to o t h e r

co me

arts

In turn t h e s e
of

the c u r r i c u l u m

It w o u l d be w i s e

schools.

level

level r e p r e s e n t s

mastery of which

is d e s i g n a t e d

appropriate

in the n o n -

I n s t e a d o f h a v i n g the y o u n g s t e r s

areas.

critic ism .

the y c o u l d

However,
Tewksbury

take s m a l l e r steps

this p l a n s e e m s
lists

to

six specific

criticisms:
1.

The p l a n is n o t h i n g m o r e than a g r a d e d p r o g r a m
in d i s g u i s e .
L e v e l s r e p r e s e n t h u r d l e s , j u s t as
g r a d i n g does.

2.

It is n o t h i n g m o r e th an a s y s t e m of i n t e r ­
c l a s s r o o m a c h i e v e m e n t groupin g.

3.

It d o e s n o t p r o v i d e
differences.
^ L e w i s , o£.
X 1 I b i d ., p.

adequately

c i t . , p.
83.

to

a s p e c i f i c a l l o t m e n t of t i m e . ^

six l a r g e g r a d e b a r r i e r s ,

un d e r so me

calls

he

the d i f f e r e n c e b e t w e e n

levels p l a n s e e m s to b e v e r y

in e a c h of t h e s k i l l

however,

of l a n g u a g e

T h e b a s i c d i f f e r e n c e is t h a t

to be a c c o m p l i s h e d w i t h i n

cross

fre­

Thi s p l a n is

areas

and s c i e n c e . ^

or point out

graded elementary

le vel s p l a n

and mathematics.

a g i v e n n u m b e r o f b a s i c ski lls ,

Th e

Plan.

a r o u n d the s k i l l a r e a s

s k i l l s are m o s t e s s e n t i a l

define

to m a n y as the l e v e l s

82.

for

individual

17
4.

It is p r e - p l a n n e d , a n d t h e r e f o r e it r e d u c e s
o p p o r t u n i t i e s for l e a r n i n g b a s e d on e m e r g i n g
situations.

5.

It m a y d e t e r t e a c h e r s f r o m c o n d u c t i n g a d a i l y
p r o g r a m in w h i c h there are o p p o r t u n i t i e s for th e
i n t e g r a t i o n of w o r k in the skill s u b j e c t s a n d
the c o n t e n t areas.

6.

It w i l l r e s u l t in too m u c h a t t e n t i o n b e i n g p l a c e d
o n the s k i l l s u b j e c t s a n d a d e - e m p h a s i s of o t h e r
p a r t s of the c u r r i c u l u m , e s p e c i a l l y s o c i a l s t u d i e s
and s c i e n c e . 12
Another

graded schools

curriculum plan which
is the

I n d i v i d u a l S t u d y U n i t Plan,

times k n o w n b y o t h e r na m e s ,
Activity

Package."

is u s e d in m a n y n o n -

one o f w h i c h is

Thi s p l a n p u r p o r t s

"Learning

to a s s u r e

of an i n d i v i d u a l i z e d i n s t r u c t i o n a l p rogram.
plan

is p r e - a r r a n g e d a n d can be

students.

and strong

k n o w l e d g e w h i c h w o u l d serve
include

slides,

ences which

other

the tea cher;

a n o t h e r unit,

areas of the s t u d e n t ’s

as a pre -te st;

it w o u l d a l s o

such as s u g g e s t e d r e a d i n g

audio-visual materials,

is s a t i s f a c t o r y ,

s u g g e s t that

or pursue

If the p r e - t e s t

to

and experi­

he m a y

If

confer

and if the t e a c h e r is s a t i s f i e d w i t h

the r e s u l t s , he may

12

tests

the s t u d e n t c o u l d c a r r y on by h i m s e l f .

the s t u d e n t ' s p r e - t e s t
with

u s e d by a n u m b e r of

instructional materials,

material,

a child

The unit

The p a c k a g e or unit w o u l d i n c l u d e

d e t e r m i n e w e a k ar e a s

some­

results

Tewksbury,

o£.

the s t u d e n t go o n to

this u nit

f r o m a d i f f e r e n t a p p r o ach .

are not s a t i s f a c t o r y ,
c i t . , pp.

52-59.

the student

18
is d i r e c t e d t o p r o c e e d w i t h
w h i c h h ave b e e n ou tlined.

the m a t e r i a l
"Pu p i l s

and a c t i v i t i e s

and teachers,

t h r o u g h l e a r n i n g ac tiv ity p a c k a g e s , b e c o m e

in w o r k i n g

i n v o l v e d in

large g r o u p a n d small g r o u p i n s t r u c t i o n as n e e d e d ,
i n d i v i d u a l s t u d y if that s e e m s
then, w h e r e v e r he
to s l o w le arner,
pace,

in hi s

fits on

most desirable.

Rollins,

S c h o o l s , e m p h a s i z e d the

fact

t h a t a r e o r g a n i z a t i o n of the

R a t h e r than b a s i n g

s u b j e c t areas,

sary

to le arn at hi s o w n

the a u t h o r of D e v e l o p i n g N o n - G r a d e d

c u r r i c u l a in n o n - g r a d e d s c h o o l s

After

learner

o w n style.

Sidney

different.

Each pupil,

the c o n t i n u u m f r o m fa st

has an o p p o r t u n i t y

o r in

demands

content

t h a t is

the p r o g r a m in s p e c i f i c

o n e s h o u l d c o n s i d e r the b r o a d v i e w a p p r o a c h .

the b r o a d v i e w has b e e n

identified,

then it is n e c e s ­

to list the skills o r i t e m s w h i c h s h o u l d be c o v e r e d ,

a n d these i t e m s
These

items

often

called

s h o u l d be p l a c e d in s e q u e n t i a l order.

c o u l d be g r o u p e d

t o g e t h e r in units w h i c h a re

"Learning Activity

p l a n is u s e d a t the N o v a S c h o o l
Fl ori da.

Packages."

in F o r t L a u d e r d a l e ,

14
In a d d i t i o n to the two p l a n s

suggests

(Itasca,

This unit

a third plan known

as

su g g e s t e d ,

Lewis

the M u l t i p l e P h a s e s P l a n . ^ ^

" ^ S i d n e y Rollins, D e v e l o p i n g N o n - G r a d e d S c h o o l s
Illinois:
F. E. P e a c o c k P u b l i s h e r s , 1968), p 7 52.
1 4 I b i d . , p.
15

Le wis ,

0 £.

49.
c i t ., p.

95.

19
T h i s p l a n is u s e d
deal of

in the h i g h

flexibility

courses.

in s c h e d u l i n g

The p a r e n t s ,

teachers,

c l o s e l y w i t h the s t u d e n t s .
more

schools

and provides

a great

and determining of
and counselors must work

Because

t o use in the h i g h s c h o o l s ,

this a p p r o a c h is g e a r e d

it w i l l n o t b e r e v i e w e d

in de t a i l .
As has b e e n p r e v i o u s l y
p r o g r a m r equ i r e s
lines

h a v e been

be m a d e

a g r e a t d eal
forgotten,

n e e d s of

that

of

so me

flexibility.

If g r a d e

typ e of a r r a n g e m e n t m u s t

The most ideal

for a d m i n i s ­

arrangement

to m e e t

the

i n d i v i d u a l s t u d e n t s w o u l d be on a o n e - t o - o n e

one s t u d e n t

to one t e a c h e r .

is i m p o s s i b l e .

is u n i q u e

and t h a t

roo m groupings

may

Ho wever,

financially

K e e p i n g in m i n d t hat e a c h i n d i v i d u a l

his needs ar e

f l e x i b i l i t y m u s t b e b u i l t int o

again

a non-graded

for g r o u p i n g of s t u d e n t s , e s p e c i a l l y

t r a t i v e purposes.

basis,

indicated,

change

constantly changing,

the p r o g r a m so th at

as i n d i v i d u a l s

lists some g u i d e l i n e s

change.

for g r o u p i n g w h i c h

class­
Smith

are w o r t h

reviewing:
the g r o u p i n g

should provide

the size of the
a n d flexible.

for individual differences.

classroom group

the s t r u c t u r e s h o u l d e n c o u r a g e
a m o n g the c h i l d r e n .
the g r o u p i n g
pl ann ing .

s h o u l d permit

s h o u l d be
desirable

cooperative

reasonable
interaction

teacher-pupil

the g r o u p i n g s h o u l d serve to e n c o u r a g e s e l e c t i o n of
s u b j e c t m a t t e r to m e e t i n d i v i d u a l needs.

20
the g r o u p i n g s h o u l d e n c o u r a g e
of a p p r o a c h e s to le arn ing.

the use of a v a r i e t y

the g r o u p i n g s h o u l d m a k e it p o s s i b l e for t e a c h e r s to
s t u d y e a c h child, a n a l y z e his s p e c i f i c n e e d s , and
prescribe appropriate instructional activities.
the g r o u p i n g s h o u l d c r e a t e a r e l a x e d a t m o s p h e r e for
the t eac h e r s ; it s h o u l d free t h e m f r o m h a v i n g to
achieve predetermined, unrealistic standards and
goals.
the g r o u p i n g s h o u l d e n c o u r a g e a c r e a t i v e a t m o s p h e r e
for ch ild re n, free f r o m u n r e a s o n a b l e r e q u i r e m e n t s
n o t j u s t i f i e d b y t h e i r m a t u r i t y level.
The p h y s i c a l p l a n t w i l l d e t e r m i n e
degree

the

programs
built

a r r a n g e m e n t of the s t u d e n t s .

traditional

can b e e f f e c t i v e

Lewis recommends

the

graded program.

Non-graded

in s e l f - c o n t a i n e d c l a s s r o o m s .

t ha t if a p r o g r a m is o r g a n i z e d a r o u n d the

self-contained classroom,
He l ist s

Many non-graded

h ave b e e n a d o p t e d in s c h o o l b u i l d i n g s w h i c h w e r e

for the

programs

to a c e r t a i n

following

multi-age

g r o u p i n g m a y be e f f e c t i v e .

reasons:

1.

It i n d u c e s the t e a c h e r to i n d i v i d u a l i z e the
i n s t r u c t i o n a l p r o g r a m to s u i t a class c o m p o s e d
of h e t e r o g e n e o u s l y g r o u p e d s tud e n t s .

2.

Various discipline problems within
t o di minish.

3.

T h e r e is a h i g h d e g r e e of c o o p e r a t i o n a m o n g all
c h i l d r e n in the class, r e g a r d l e s s of age o r
a b il i t y .
T h i s is p a r t i c u l a r l y true in t e r m s of
those s t u d e n t s w h o ma y b e o l d e r by a p p r o x i m a t e l y
t w o y e a r s t han o t h e r s in the c l a s s , b e c a u s e w h a t
h a s d e v e l o p e d in t h e s e c a s e s is the ’b i g b r o t h e r * /
'big sister' att it u d e .
^Smith,

oj3. c i t . , p.

33.

the g r o u p

tend

21
4.

Th e r e a l s o tends to b e a g r e a t e r d e g r e e of
i n d e p e n d e n c e and i n d i v i d u a l i n i t i a t i v e on the
p a r t of the t e a c h e r a n d s t u d e n t s in the class.

5.

In e a c h c l a s s r o o m , g r o u p w o r k a n d c o m m i t t e e s
can b e o r g a n i z e d w i t h less d e l a y a n d w i t h m o r e
e f f i c i e n c y b e c a u s e o f the l e a d e r s h i p w h i c h
e v o l v e s o n the p a r t o f the o l d e r s t u d e n t s .

6.

A c l o s e r to n o r m a l s i t u a t i o n is p r o v i d e d w h e r e
s t u d e n t s a r e e x p o s e d to o t h e r s t u d e n t s w h o d i f f e r
in age w i t h i n a two or t h r e e y e a r age range.
T h i s is the k i n d of s i t u a t i o n to w h i c h c h i l d r e n
are a c c u s t o m e d at h o m e w i t h b r o t h e r s a n d s i s t e r s ,
o r at p l a y in the c o m m u n i t y w i t h p e e r s , a n d one
w h i c h r e n d e r s the s c h o o l s e t t i n g m o r e n a t u r a l . ^
Goodlad and Anderson emphasize

is no e s t a b l i s h e d p a t t e r n
no n-graded schools
probably

in t h e

the b e t t e r

dealing with

levels,

s a y i n g t her e

an e s t a b l i s h e d p a t t e r n .

th at the m o r e p o s s i b i l i t i e s

about grade

g r o u p i n g o f c h i l d r e n in

a n d e v e n go b e y o n d th at by

s h o u l d n o t be

students,

the i d e a t h a t th ere

there

it w i l l be,

are

They

feel

for a r r a n g e m e n t s o f

and as t e a c h e r s

they w i l l b e c o m e m o r e

forget

f l e x i b l e in

children. 1 8
Related Research Findings

In m o s t r e s e a r c h
or p h a s e s
given

studies

of the c u r r i c u l u m ,

to the two s k i l l

1959

an d 1965.
17
18

Of

Lewis,
Goodlad

a g r e a t deal o f

areas— Language Arts

r e a d i n g ) , a nd M a t h e m a t i c s .
th at e i g h t c o m p a r a t i v e

dealing with

DiLorenzo

attention was
(particularly

and S a l t e r fo und

research studies wer e

six studies

o p . c i t ., p.

of

the c u r r i c u l u m ,

comparisons

reported between
in r e a d i n g

122.

a nd A n d e r s o n ,

o p . c i t . , p.

70.

22
a c h i e v e m e n t in g rad es
studies
cantly

three,

four,

f o u n d the p e r f o r m a n c e

five,

a n d six,

of n o n - g r a d e d p u p i l s

s u p e r i o r to tha t o f g r a d e d p u p i l s ;

difference;

a n d o ne

found

the g r a d e d

th an the e x p e r i m e n t a l group.
arithmetic achievement,
cant advantages

All

Of

all

the s t u d i e s

a nd M o o r e

f o u n d no

comparing
signifi­

the o t h e r stu dy
comparing

f a v o r e d the n o n - g r a d e d

c o m p a r e d rea d i n g ,

compared arithmetic and others
Jones

five s t u d i e s

three studies

three

signifi­

co n t r o l g r o u p b e t t e r

in fa v o r of n o n - g r a d i n g ;

spelling achievement,
pu pil s.

Of

one

fou r f o u n d s t a t i s t i c a l l y

f a v o r e d g r a d e d class es.

four

a n d some

c o m p a r e d s pel lin g.

19

c o n d u c t e d a s t u d y to d e t e r m i n e

the e f f e c t i v e n e s s of a n o n - g r a d e d s t r u c t u r e o n r e a d i n g
performance.

The y f o u n d

th at p u p i l s

non-graded primary program achieved
higher

level in m e a s u r e s

p a r t i c i p a t i n g in a
at a s i g n i f i c a n t l y

of r e a d i n g a b i l i t y at the e n d

of one a n d o n e - h a l f a c a d e m i c y e a r s

th an d i d p u p i l s

in a c o n v e n t i o n a l

How ev e r ,

w e r e n o t st able;
differences
ex is t e d ,

g r a d e d pr og r a m .
at the e n d of t h e

which

enrolled

the r e s u l t s

third academic year

f a v o r e d the n o n - g r a d e d g r o u p s t i l l

a l t h o u g h n o n e of the d i f f e r e n c e s w e r e s t a t i s t i ­

cally significant.

It w a s

concluded

tha t the i n i t i a l

s u p e r i o r i t y o f the n o n - g r a d e d o r g a n i z a t i o n c o u l d h a v e b e e n
du e to t r a n s i e n t n o v e l t y
19

eff e c t s ,

to

the g r e a t e r s u i t a b i l i t y

L o u i s T. D i L o r e n z o a n d R u t h Salter, " C o - o p e r a t i v e
R e s e a r c h o n the N o n - g r a d e d P r i m a r y , " The E l e m e n t a r y S c h o o l
J o u r n a l , Vol . LXV, No. 5 (February, 1965) / pp. 269-277.

23

for o u r y o u n g

a n d b e g i n n i n g s t u d e n t s , to v a r i a b l e s n o t

uniquely associated with non-grading,
of t h e s e

factors.

o r to some c o m b i n a t i o n

20

R o b e r t Carbon e,

in his s t u d y

"A C o m p a r i s o n of

Graded and Non-G r a d e d Elementary Schools"
there w a s
schools

no e v i d e n c e

at the p r i m a r y

than t h o s e w h o
was made when

that pupils who
level

achieved

at a h i g h e r l e v e l
T his c o m p a r i s o n

the y o u n g s t e r s w e r e in the
It m i g h t ha ve b e e n m o r e

that

attended non-graded

a t t e n d e d g r a d e d sc ho o l s .

s i x t h g rad es.

concluded

fourth,

conclusive

fi f t h ,

and

if the

s t u d y h a d b e e n mad e at the e n d of the

t h i r d y e a r of

the

n o n - g r a d e d p r o g r a m and the en d of the

t h i r d grade of a

^e d
^ p rog ram . 21
grad
A s t u d y wa s
Schools

c o m p a r i n g the a c h i e v e m e n t s

graded school
mathematics,
results

c o n d u c t e d in the G r a n d B l a n c C o m m u n i t y

and a g r a d e d sch o o l
language

did not

arts,

of s t u d e n t s

in a n o n -

in t h e a r e a of s c i e n c e ,

and social

stu dies.

a p p e a r to r e p r e s e n t a s i g n i f i c a n t

favoring one school's

Th e
trend

a c a d e m i c a c h i e v e m e n t in p r e f e r e n c e

to the o t h e r . ^
C h a r l e s J o n e s a n d W i l l i a m M o o r e , "A C o m p a r i s o n
of P u p i l A c h i e v e m e n t A f t e r O n e and O n e - h a l f Years in N o n G r a d e d P r o g r a m s , " J o u r n a l of E d u c a t i o n a l R e s e a r c h , V ol. L X I ,
No. 2 (October, 1967), p p . ^5-77.
21

R o b e r t Car b o n e , "A C o m p a r i s o n o f G r a d e d a n d N o n G r a d e d E l e m e n t a r y S c h o o l s , ” The E l e m e n t a r y S c h o o l J o u r n a l ,
Vol. L X I I , No. 2 (November, 1961}, pp. 82-88.
^ ^ E d w i n C r a n d e l l , "A C o m p a r i s o n of the E f f e c t s of
N o n - G r a d e d , M u l t i - A g e , T e a m T e a c h i n g V e r s u s the M o d i f i e d
S e l f - C o n t a i n e d C l a s s r o o m at the E l e m e n t a r y S c h o o l L e v e l , ”
R e s e a r c h R e p o r t (December, 1970), G r a n d B l a n c C o m m u n i t y
Schools.

24
The F l i n t , M i c h i g a n ,
Primary Cycle in
In its

1954, w h i c h

the s t u d e n t s

arts w e r e

was

in 1959,

the r e s u l t s

23

from Flint,

administrating non-graded schools

c o m m e n t e d in a st udy
that s u b j e c t matter

still g r a d e d a c c o r d i n g to d i f f i c u l t y .

n e e d n o t be n e g a t i v e ;

This

in itself

the d e t e r m i n i n g f a c t o r b e i n g h o w

t h a t s u b j e c t m a t t e r is u s e d in t h e

c l a s sro om.

y o u n g s t e r is r e q u i r e d to c o v e r all

the m a t e r i a l ,

b e g i n n i n g to end,

In a s t u d y b y A n d e r s o n
in the N o n - G r a d e d Sc hool;
it w a s

h a d b e e n ad opt e d ,

f o u n d th at s i n c e

i n v o l v e m e n t in

for the s l o w

in s o c i a l s t u d i e s was

teachers were

using

m

and Per­

the n o n - g r a d e d con c e p t

there had be e n greater

also indicated

"Self-Appraisal

A S u r v e y of F i n d i n g s

new curricula

the p r o g r a m s

from

24

a n d Go odlad,

preparing materials more suitable

study

If each

this m e t h o d m i g h t d e f e a t the b a s i c

p r e m i s e of the n o n - g r a d e d p h i l o s o p h y .

ceptions,"

in

s i g n i f i c a n t l y h i g h e r for

in the P r i m a r y C ycl e.

Sister Mary Alice

s y s t e m i n i t i a t e d the

is c a t e g o r i z e d as n o n - g r a d e d .

first e v a l u a t i o n s t u d y

reading and language

of

school

devise d,

l ear ner ,

and more

the u n i t m e t h o d of t e a c h i n g .
that the t e a c h e r s

a r i t h m e t i c a n d re adi ng,

The

individualized
25

23

V i v i a n In gra m, "Flint E v a l u a t e s its P r i m a r y
C y c l e , " The E l e m e n t a r y S c h o o l J o u r n a l , Vol. L XI, No. 2
(November^ I960) , pp. 7(>-80.
^ S i s t e r M a r y A l i c e — R . S . M . , " A d m i n i s t r a t i o n of NonG r a d e d S c h o o l s , " The E l e m e n t a r y S c h o o l J o u r n a l , Vol. LXI,
No. 3 (1969),
( D e c e m b e r , i960), pp. 148-151.
25
A n d e r s o n a n d G o o d l a d , o p . c i t . , pp. 76-80.

25
T h e r e s e a r c h e r had the o p p o r t u n i t y to r e v i e w e v a l u a ­
t i on s t u d i e s o f f o u r w e s t e r n M i c h i g a n
Rapids

and Muskegon

y e a r t r i a l plan,
evaluated

conducted their

communities .

studies

Grand

after a t h r e e -

and Grand Haven and Holland schools

the p r o g r a m a f t e r one y e a r .

The rep ort s w e r e

most comprehensive,

i n c l u d i n g c o m p a r i s o n of tes t r e s u l t s ;

surveys

te ache rs,

o f pa re n t s ,

studies;
The

a n d fin d i n g s

and s t u d e n t s ;

which were not e d

fac t t ha t t hree of

the

sociometric

thr ough o b s e r v a t i o n s .

four s y s t e m s

h ave c o n t i n u e d

p r o g r a m a n d ha ve e x p a n d e d it to i n c l u d e o t h e r s c h o o l s
in one case,
itself.

The s c h o o l s

d i d as w e l l
The

include

the

intermediate

f o u n d that a c a d e m i c a l l y

as, or b e t t e r than,

s t u d e n t s w ere w o r k i n g more

graded program,
students

due

to

enthusiastic
review all

a reaction

f rom one

for

the s t u d e n t s

in c o n t r o l

gr oups.

i n d e p e n d e n t l y than i n

tension

The s tudents

the c o m m e n t s
time

s pe a k s

and,

a n d pressure.

t he

Fewer

in the n o n - g r a d e d p r o g r a m f o u r y e a r s

about s c h o o l .

however,

students

students who failed

in a g r a d e d pr og r a m .

dents;

less

h a d to r e m a i n

th an the n u m b e r of

unit,

the

and repeated

a year

a p p e a r e d to be m o r e

It w o u l d b e p r o f i t a b l e

from t e a c h e r s ,

pa rents,

to

and st u ­

a n d space w i l l n o t p e r m i t thi s,
individual

in e a c h o f

the f our

so

dis­

tr ict s w i l l be i n c l u d e d :
A Grand Rapids

t e a c h e r said,

I t h i n k w e r e a l l y are t h i n k i n g a b o u t the c h i l d r e n in
th is p rogram.
W e w a n t ev e r y c h i l d to have the m o s t

26
a d v a n t a g e s possible.
W e r eally are b e g i n n i n g to
the
b e s t w a y to d i v i d e the c h i l d r e n . ^6
A parent

from M u s k e g o n

find

states,

It is w i t h great p l e a s u r e that we, m y w i f e and m y s e l f ,
e x p r e s s o u r g r a t i t u d e a n d a p p r e c i a t i o n to B u n k e r
S c h o o l a n d the M u s k e g o n P u b l i c S c h o o l s y s t e m for the
P r i m a r y Plan.
We h a v e four c h i l d r e n in B u n k e r S c h o o l
at the p r e s e n t time.
O u r oldest, C a r l e a n , did n o t
h a v e the ad van tag e of the u n g r a d e d p r i m a r y school.
O u r s e c o n d child, J o a n n e , is f i n i s h i n g p r i m a r y sc h o o l .
Our
t h i r d child, P a u l a , is f i n i s h i n g h e r
first y e a r
of p r i m a r y school, a n d o u r
fourth c h i l d , Esther, is
finishing kindergarten.
P e r h a p s , it s h o u l d b e n o t e d that all o u r c h i l d r e n
w e r e p r e m a t u r e at b i r t h .
I m m a t u r i t y h a s been a
p r o b l e m w i t h each o f o u r children.
Carlean, our
first, r e p e a t e d the f i r s t grade.
W e c o n c u r that
this s t e p was n e c e s s a r y and her w o r k s i n c e has p r o v e d
the w i s d o m .
This w o u l d ha ve also b e e n true of o u r
s e c o n d a n d third c hil d, b u t due to t h e p r i m a r y s c h o o l ,
they c a n co ntinue a l o n g w i t h their c l a s s m a t e s .
Our
s e c o n d c h i l d c aught up w i t h h e r c l a s s a t a p p r o x i m a t e l y
the e n d of the s e c o n d y e a r and is d o i n g average wo rk.
We are h o p e f u l this w i l l also be t r u e o f the o t h e r
c h i l d r e n to follow.
We r e a l i z e that e a c h o f o u r c h i l d r e n v a r y in ab ili ty,
h o w e v e r , all o t h e r t h i n g s b e i n g e q u a l , w e feel t h a t
the p r i m a r y school h a s b e e n a b l e s s i n g to our c h i l d r e n .
I n d e e d w e are g r a t e f u l to Bu nker S c h o o l s , its e x c e l l e n t
t e a c h i n g staff, a n d t o the Board of E d u c a t i o n w h o
a l l o w e d this trial.
It is our h o p e t h a t the p r o g r a m
w i l l be c o n t i n u e d a n d e x p a n d e d . ^7
26

D i s t r i c t of G r a n d Rapids, B o a r d of E duc ati on,
" R e p o r t o f P r i n c i p a l s S t u d y G r o u p on P r i m a r y Cy cle," G r a n d
Rapids, O c t o b e r , 1965.
27

D i s t r i c t of M u s k e g o n , Board o f E d u c a t i o n , "An
E v a l u a t i o n o f the C o n t i n u o u s Pro g r e s s P r o g r a m in the
B u n k e r P r i m a r y School," M u s k e g o n , 196 3.

27

A teacher

from Grand Haven

says,

a l t h o u g h the o r g a n i z a t i o n e x p e c t s a g r e a t e r a m o u n t
of w o r k of all i n t e r e s t e d p a r t i e s ; w e h a v e d i s c o v e r e d
the i n d i v i d u a l c h i l d to a g r e a t e r degree.
A principal

fr om Hol l a n d ,

said,

A t the time o f o u r first e v a l u a t i o n , we p o l l e d the
t e a c h e r s i n v o l v e d in the C o n t i n u o u s P r o g r e s s Plan,
a n d all the t e a c h e r s , 100 p e r c e n t , c h o s e to st ay in
the p r o g r a m the f o l l o w i n g year; n o t one a s k e d to b e
t r a n s f e r r e d to a n o t h e r b u i l d i n g . ^9
An a r t i c l e
L o u i s e M.

Berman

in E d u c a t i o n D i g e s t , 196 8, w r i t t e n by

is e n t i t l e d

Same Ol d Curriculum?"

In this a r t i c l e s h e c h a l l e n g e s

e d u c a t o r to loo k c r i t i c a l l y
if c h a n g e s

of y o u n g people.

two

schools

to b r i n g

choices— either

o r to d e v e l o p

about

changes

The author ends

that have

in t h e lives

a d o p t e d the n o n - g r a d e d p r o g r a m h a v e

to stay w i t h

the sam e o l d c u r r i c u l u m

r e a l l y be e x i c t i n g a n d w o u l d p e r m i t

The

latter

the c h i l d

c h o i c e c an
to d e v e l o p

to the g r e a t e s t p o t e n t i a l . ^

A more r e c e n t
Phi

have been

the a r t i c l e b y s a y i n g

a s p a r k l i n g n e w one.

his p e r s o n a l p o w e r s

the

at t h e s e n e w p r o g r a m s to see

in the c u r r i c u l u m a n d p r o c e d u r e s

significant enough

th at

"New S c h o o l O r g a n i z a t i o n —

art icl e

Delta K a p p a n , entitled,

in the F e b r u a r y

i s s u e of the

" I n d i v i d u a l i z a t i o n of

Instruction

28

D i s t r i c t o f G r a n d H a v e n , B o a r d of E d u c a t i o n , "NonG r a d e d P r o g r a m — O n e Y e a r E v a l u a t i o n , " G r a n d Ha ven , Ap ril ,
1966 .
29
A u g u s t 6,
30

.
I n t e r v i e w w i t h the p r i n c i p a l
1969.

from Holland,

Lo uis e M . Berman, "New S c h o o l O r g a n i z a t i o n — Same
O l d C u r r i c u l u m ? " E d u c a t i o n D i g e s t (1968), pp. 11-14.

28
vs.

Non-Grading” by William McLoughlin,

substantial

changes

contemporary plans
this

article

as w e l l

t h a t no

in i n s t r u c t i o n a l p r o c e d u r e s a c c o m p a n y
to n o n - g r a d e

is co rr e c t #

the g r a d e d school.

t h e n it a p p e a r s

fo rge t the n o n - g r a d e d conce pt.

graded programs

claims

should incorporate

If

as t h o u g h w e m i g h t
However,

the

31

more non-

individualized

a p p r o a c h w i t h i n the p r o g r a m .
Other

Innovative Programs

What other programs,
effective
the

in the s c h o o l s

or p r o c e d u r e s

of the s e v e n t i e s ?

a re

In a s p e e c h

at

f ou r t h a n n u a l c o n f e r e n c e o n I n d i v i d u a l i z e d I n s t r u c t i o n

in N e w Yo rk City,
indicated

N o v e m b e r 9th,

that w e h a d

for r e a l i s t i c

is

l e a r n i n g style,

the

child.

realistic

to do m o r e

learning.

izing education

each

practices

19 71,

One way

He s t a t e d t h a t one k e y

style,

to h u m a n i z e

learning possible

to h u m a n ­

job in a s s e s s i n g the

and the

" r e a d i nes s"

a school

is to o r g a n i z e

He s a i d tha t c e r t a i n o r g a n i z a t i o n a l
graded

Robert Anderson

to h u m a n i z e i n s t r u c t i o n

to do a far b e t t e r
life

Dr.

of

and t o m a k e m o r e
it p r o p e r l y .

elements,

such as non-

(which is c h i e f l y a p h i l o s o p h y h o n o r i n g i n d i v i d u a l

difference); multi-age groupings
w e l l as h o m o g e n e o u s

pupil

open-space physical

settings;

31

to i n s u r e h e t e r o g e n e o u s

cl uste rs;

William McLoughlin,
I n s t r u c t i o n vs. N o n - G r a d i n g , "
1972), p. 378.

cooperative teaching;

have been

as
a nd

found to b e m o r e e f f e c t

" I n d i v i d u a l i z a t i o n of
Phi D e l t a K a p p a n (February,

29
in d e l i v e r i n g e d u c a t i o n a l s e r v i c e
fe ren t r a t e s a n d s t y l e s of
motivation.

32

to c h i l d r e n w i t h d i f ­

learning and varying

Dr. A n d e r s o n

ties

le v e l s o f

i n d i v i d u a l i n s t r u c t i o n to

the n o n - g r a d e d c o n c e p t b e c a u s e it is a p r o c e d u r e
the m a i n o b j e c t i v e of
Much

the n o n - g r a d e d concept.

is w r i t t e n

about individualized instruction.

Rather than ignoring individual differences
many educators
ferences

1.

2.

3.

"Why i n d i v i d u a l i z e

lists

among

c u l t i v a t i n g and n u r t u r i n g t h e s e

as a s s e t s a n d p r e c i o u s

is r aised,
Keuscher

are

to m e e t

resources.

instruction?"

students
dif­

T he q u e s t i o n
a nd

R o b e r t E.

five reasons:

P h i l o s o p h i c a l l y it is c o n s i s t e n t w i t h t h e p r i n c i p l e s
u p o n w h i c h o u r f o r m of g o v e r n m e n t , w h i c h s p a w n e d
o u r e d u c a t i o n sys tem, is based.
Th e v ery n a t u r e o f o u r d e m o c r a t i c s y s t e m a n d the
w a y it f u n c t i o n s d e m a n d s k n o w l e d g e a b l e , t h i n k i n g
parti cipants.
A s s e m b l y line m e t h o d s are t e n d i n g to p r o d u c e m a s s p r o d u c e d , s t a n d a r d i z e d c i t i z e n s at the e x p e n s e of
individuality.

4.

A s s o c i e t y g r o w s i n c r e a s i n g l y c o m p l e x t h e r e is a
g r e a t e r d e m a n d for a d i v e r s i t y of t a l e n t s and
ski11s.

5.

It is p r o b a b l y the m o s t e f f i c i e n t w a y to e d u c a t e
if o n e fo cus es on the p r o d u c t r a t h e r t h a n just
the p rocess. ^
32

.
.
.
Robert Anderson, Abstract, Humanizing Instruction
for R e a l i s t i c L e a r n i n g , N o v e m b e r 9, 1971.
33
(London:

p . 7.

.
. . . .
V i r g i l H owe s, I n d i v i d u a l i z a t i o n of I n s t r u c t i o n
M a c M i l l a n Co., C o l l i e r - M a c M i l l i a n L i m i t e d , 1970) ,

30
If e d u c a t o r s

are g o i n g to

i s t i c in their a p p r o a c h
to be m o r e
rather

s t r i v e to b e m o r e h u m a n ­

to t e a c h i n g ,

and if t h e y are g o i n g

concerned with indiv i d u a l needs of

than w i t h

the m ass es

c o n s i d e r new patterns
to a c c o m p l i s h t h e s e

then we

students

are g o i n g to h a v e to

of o r g a n i z a t i o n

and n e w p r o c e d u r e s

goals.

A n i n d i v i d u a l i z e d p r o g r a m t h a t is w o r t h y o f that
n a m e m ust be c h a r a c t e r i z e d b y m o r e t e a c h e r a w a r e n e s s
o f d i f f e r e n c e s a m o n g p u p i l s a n d a g r e a t e r a r r a y of
alternative o r learning activities.
It w i l l
d e m o n s t r a t e t h a t b o t h c u r r i c u l u m and o r g a n i z a t i o n a l
p a t t e r n s are f l e x i b l e a nd s u b j e c t to m o d i f i c a t i o n
w h e n p upi l n e e d s d i c t a t e it.
Such a p r o g r a m will
a l l o w s tud e n t s t o make d e c i s i o n s a b o u t w h a t they
s t u d y , w h e n a n d h o w they s t u d y it, and i n v o l v e s
t h e s t u d e n t i n e v a l u a t i n g the e f f e c t i v e n e s s of his
e f f o r t s , all a c t i v i t i e s d e s i g n e d to g r a d u a l l y p l a c e
th e r e s p o n s i b i l i t y for an e d u c a t i o n a l p r o g r a m w h e r e
it r i g h t f u l l y b e l o n g s u l t i m a t e l y - - i n the h a n d s of
th e i n d i v i d u a l h i m s e l f .
A n d in a truly i n d i v i d u a l i z e d
p r o g r a m i n d i v i d u a l s wil l be e n c o u r a g e d to b e d i f f e r e n t ,
t o que sti on, to dream, and to c r e a t e . ^
Dr.
Schools

Edward

Pino,

S u p e r i n t e n d e n t of t h e C h e r r y C r e e k

in M e t r o p o l i t a n Denver,

at t he N e w York C o n f e r e n c e on
November,

1971 a n d he,

vidualized approach
Creek's

philosophy

too,

Colorado, was

Individualized

is

an

a n d the o p e n
of

education

also

I n s t r u c t i o n in

advocate of

the i n d i ­

classroom concept.
is b a s e d on

a speaker

Cherry

the b e l i e f

that:
1.

All children
to learn.

2.

A l l c h i l d r e n are e n t i t l e d
sc hoo l e x p e r i e n c e .
34

are b a s i c a l l y

good and have
to a happy,

a desire

successful

Edward Pino, Conference R e p o r t — Introduction of
N e w O r g a n i z a t i o n a l P a t t e r n s in S t a f f i n g and C u r r i c u l u m ,
N e w Y o r k , Novemfcer , 19 v'l.

31
3.

A ll c h i l d r e n d i f f e r in t h e i r i n t e r e s t s
requirements.

4.

All children have unique
a n d sty les of l earning.

5.

All

6.

E d u c a t i o n a l goals m u s t
c a p a c i t y .35

Therefore,
accepts
1.

and e v e r - c h a n g i n g r a t e s

children have intellectual mountains

in a c c o r d a n c e w i t h

the r e s p o n s i b i l i t y

th e s e b e l i e f s ,

of e s t a b l i s h i n g

of

Cherry Creek

these

goals:

An e n v i r o n m e n t w h e r e s t u d e n t s can d e v e l o p and
m a i n t a i n a p o s i t i v e s e l f - i m a g e by b e i n g t h e m ­
se l v e s .

2.

An environment where
and e n j o y a b l e .

3.

An e n v i r o n m e n t w h e r e l e a r n i n g a c t i v i t i e s are
b a s e d o n free e n t e r p r i s e to a l l o w a l l c h i l d r e n
to r e a c h t h e i r full p o t e n t i a l .

l e a r n i n g can b e human,

free

4.

An e n v i r o n m e n t w h e r e all c h i l d r e n are p r o v i d e d
a s t i f f c u r r i c u l u m b a s e d on b a s i c a n d f u n d a m e n t a l
c o n c e p t s , ski lls a n d va l u e s .

5.

A n e n v i r o n m e n t w h e r e a ll l e a r n i n g e x p e r i e n c e s a re
b a s e d on an i n d i v i d u a l i z e d plan for e a c h c h i l d . 36

family m o d u l e s .

learners
have

to climb.

stretch a student's

The C h e r r y Creek e l e m e n t a r y s c h o o l s
into

and

Each module

a n d a t e a m of ten a d u l t s .

us ed the o p e n - s p a c e

the c o n v e n t i o n a l

which have been
adults

i ncl u d e s

35I b i d .
3 6 Ibid.

and hav e

for th is pr ogram.

for e a c h m o d u l e

about

125

Architecturally

furniture wit h devices

adapted

responsible

concept

are r e o r g a n i z e d

they

replaced much
and material
T he

c o n s i s t s of

t e a m of
team

32
leaders,

certified teachers

staffing pattern.

As

far

training programs,

Pino has

and t e a m aides,

as i m p l i c a t i o n s

a differentiated

for t e a c h e r

this to say a b o u t h i s program:

Th is d i f f e r e n t i a t e d s t a f f i n g p a t t e r n p r o v i d e s for a
s o u n d a p p r o a c h to t e a c h e r e d u c a t i o n .
It p r o v i d e s a
w e l l - e n g i n e e r e d v e h i c l e for p h a s i n g t r a i n e e s i n t o
t e a c h i n g , u s i n g the C h e r r y C r e e k U n i v e r s i t y of
C o l o r a d o s e v e n - y e a r t e a c h e r e d u c a t i o n p r o g r a m , the
C o l o r a d o State C o l l e g e t e a c h e r i n t e r n p r o g r a m and
o t h e r s , as the p r i m a r y sou rce for the t r a i n i n g
cadre.
It p r o v i d e s fo r a c a r e f u l and g r a d u a l i n d u c ­
t ion of the n ew t e a c h e r in to the p r o f e s s i o n . ^ .
H o w are s t u d e n t s
instruction program?
in m a n y

e v a l u a t e d in an i n d i v i d u a l i z e d

T he m e t h o d s v a r y a n d

innovative programs,

l e a r n i n g is o f t e n the s a m e
program.

1971,

as it w a s

A n a r t i c l e w r i t t e n by Dr.

Margaret Wang,
of

the m e t h o d of

has

in t he

j u s t as is true
a s s e s s i n g pupils'
traditional

John Yeager,

in the E l e m e n t a r y S c h o o l J o u r n a l ,

this to say a b o u t

and Dr.
in Ma y

evaluation:

S c o r e s o n a c h i e v e m e n t tests, b y t h e m s e l v e s , do not
d e s c r i b e the p r o g r e s s of p u p i l s in an i n d i v i d u a l i z e d
s y s t e m of i n s t r u c t i o n .
The s e e m i n g l y o b v i o u s
a l t e r n a t i v e - - t o m e a s u r e l e a r n i n g r a t e — als o p o s e s
major problems.
E v e n so, t e a c h e r s w h o are w o r k i n g
in c l a s s r o o m s e t t i n g s t h a t p e r m i t e a c h p u p i l to
progress individually through a sequence of learning
e x p e r i e n c e s mu st c o n s i d e r two m e a s u r e s of p u p i l
p r o g r e s s - d e g r e e of m a s t e r y a c h i e v e d on t e s t s and
the rat e at w h i c h t h e p u p i l m a s t e r s a g i v e n task.
If one or the o t h e r of t h e s e m e a s u r e s is m i s s i n g ,
t h e r e is little c h a n c e th at the a s s e s s m e n t w i l l be
meaningful.
^Ibid.
J o h n Y e a g e r a n d M a r g a r e t Wa ng, " E v a l u a t i o n U n d e r
Individualized Instruction, "
Elementary School Journal,
Vol. 71, No. 8 (May, 1971), p. 4 51.

33

T h e n o n - g r a d e d m o v e m e n t as it is k n o w n t o d a y
be t r a c e d b a c k to t h e
emphasis

throughout

should progress

early nineteen-hundreds.

this

at h i s

time has b e e n

author q u o t e d

dealing wi t h definitions.

The main

th at eac h c h i l d

o w n rate of s p e e d ,

has b e e n s t r e s s e d by e a c h

and this

idea

in the s e c t i o n

These a u t h o r s

also i n d i c a t e d that

in o r d e r to m e e t this o b j e c t i v e n o n - g r a d i n g i n t e n d s
away w i t h

the g r a d e d s u p e r - s t r u c t u r e ,

can

to do

graded content,

graded t e x t b o o k s , graded standards

and graded nomenclature

to w h i c h w e hav e b e e n

The greatest challenge

accust ome d.

in m o v i n g to the n o n - g r a d e d p r o g r a m is
of the

c u r r i cu lum .

G r a d e s have b e e n

" I n d i v i d u a l Study U n i t Plans," o r

the r e o r g a n i z a t i o n

r e p l a c e d by

"Levels,”

"Learning Activity
■

P a c k a g e s " , which could
s t r u c t i o n a l program;
grams

a s s u r e a c h i l d of an i n d i v i d u a l i z e d

and

so g r o u p i n g s m a y

flexibility has

c h a n g e as

been built

graded programs with
there w a s

a way

in g r a d e d p r o g r a m s

favor o n e
is w r i t t e n

p r o g r a m in p r e f e r e n c e
about Individualized

of h u m a n i z i n g e d u c a t i o n .

individual

students

A n umb er

in non-

indicated

no s i g n i f i c a n t trend in a c a d e m i c a c h i e v e m e n t

which wou l d
Today m u c h

those

int o p r o ­

i n d i v i d u a l s ch ang e.

of s t u d i e s w h i c h c o m p a r e d a c h i e v e m e n t s of

differences

Rather

among students,

are c u l t i v a t i n g a n d n u r t u r i n g th e s e
and p r e c i o u s

resources.

to th e other.
Instruction

as

th an i g n o r i n g
many educators

d i f f e r e n c e s as

in­

assets

34
Th e M o n - G r a d e d E l e m e n t a r y
Approach;
Strategy;
Tradition
answers

39
40

Individualization of

School— A Contemporary
Instruction— A Teaching

and O p e n E d u c a t i o n — A l t e r n a t i v e s W i t h i n O u r

41 are r e c e n t p u b l i c a t i o n s w h i c h p r o v i d e some

t o m e e t i n g the n e e d s

techniques

of s t u d e n t s .

A n y one of th e

d e s c r i b e d or a c o m b i n a t i o n of t h e m m a y b e

the

key to a s u c c e s s f u l n o n - g r a d e d pro gra m.

39
40
41

Lewis f o p . c i t .
Howes, o p . cit.

J o s e p h D. H a s s e t t and A r l e n e W e i s b e r g , O p e n
E d u c a t i o n — A l t e r n a t i v e s W i t h i n o u r T r a d i t i o n (New Jersey:
P r e n t i c e - H a i l , I n c . , l?7<i} .

C H A P T E R III
DESIGN OF THE STUDY

P u r p o p p of
The q u e s t i o n
about

is o f t e n

asked:

W h a t is d i f f e r e n t

t e a c h i n g in a n o n - g r a d e d s c h o o l as c o m p a r e d

t e a c h i n g in a g r a d e d
Do y o u use
us e b a s a l
never

the S t u d y

the

same

school?

Is t h e

techniques

textbooks?

answered directly,

this

c u r r i c u l u m the same?

an d p r o c e d u r e s ?

Si nce m a n y of

to

Do y o u

these q u e s t i o n s

are

s u r v e y w a s c o n d u c t e d to gain

i n f o r m a t i o n i n r e g a r d to the c u r r i c u l a r p r a c t i c e s

of

selected elementary

adopted

the n o n - g r a d e d

schools

The m a j o r p u r p o s e of d e s c r i p t i v e

in e d u c a t i o n

this m e t h o d w a s

of

literature one notes
important

following

is to tell

"what i s " ; therefore

s e l e c t e d as the b e s t m e a n s of d e t e r m i n i n g

the p r e s e n t s t a t u s

very

of the S t u d y

s t u d y wa s d e s i g n e d to e m p l o y the d e s c r i p t i v e

m e t h o d of r e s e a r c h .
research

that h a v e

concept.
De sig n

This

in M i c h i g a n

the n o n - g r a d e d program .
tha t d e s c r i p t i v e

functions

in e d u c a t i o n .

fu nc ti o n s ;

35

studies
Borg

In r e v i e w i n g
serve many
lists

the

36
Descriptive

studies:

1.

are o f t e n of g r e a t v a l u e m e r e l y to m a k e k n o w n
the c u r r e n t state of t h e s c i e n c e w h e n the b o d y
of k n o w l e d g e is r e l a t i v e l y small.

2.

provide

3.

are the d i r e c t s o u r c e s o f v a l u a b l e
concerning human behavior.

4.

are u s e d w i d e l y by p u b l i c s c h o o l
e d u c a t i o n a l pla nning.

5.

p r o v i d e the s c h o o l s y s t e m w i t h the m e a n s
internal evaluation and improvement.

6.

giv e a d e s c r i p t i o n of c u r r e n t s t a t u s
of ideas for c h a n g e a n d i m p r o v e m e n t .

us w i t h a s t a r t i n g point.
knowledge

systems

in t h e i r
for

a n d a so u r c e

So me

d e s c r i p t i v e s t u d i e s m a y be b a s e d on h y p o t h e s e s ,

many

are not.

Usually

they are d e s i g n e d to p o r t r a y

an d n o t to e x p l a i n w h y the r e l a t i o n s h i p s
certain

conditions

use the d e s c r i p t i v e
research

st u d y is the s o c i a l

in e d u c a t i o n

exist or why

and behavioral

research approach.
are u t i l i z e d .
survey,

Many

sciences

ty p e s of

The type u s e d in this

involving

o b s e r v a t i o n a nd q u e s t i o n n a i r e
analysis

facts

ha ve o c c u r r e d .

Individuals

descriptive

but

the u s e of i n t e r v i e w ,

techniques

to m a k e

a broad

of the problem.

The C u r r i c u l u m C o m m i s s i o n o f
of E l e m e n t a r y

School Principals

the M i c h i g a n D e p a r t m e n t

c o n d u c t e d a s u r v e y of t h e i r

^ W a l t e r R. Borg, E d u c a t i o n a l R e s e a r c h , A n I n t r o d u c ti on {New York:
D a v i d M c K a y C o m p a n y ^ I n c . , 19£3) , pp. 20 2203 .

37
m e m b e r s h i p in 1969

and

19 70 s e e k i n g i n f o r m a t i o n in r e g a r d

to n o n - t r a d i t i o n a l e l e m e n t a r y p r o g r a m s .
r e p o r t e d in the s t u d y the
a list of s c h o o l s

researcher was able

u s i n g the n o n - g r a d e d

the nam e of a c o n t a c t p e r s o n
to this list,
added,

fou r o t h e r s c h o o l s

including

In a d d i t i o n

in w e s t e r n M i c h i g a n w e r e

to t h i r t y - f o u r

to be u s i n g the n o n - g r a d e d a p p r o a c h .

thirty-four schools

to c o m p i l e

concept,

in eac h sch ool .

thus b r i n g i n g the t o t a l

known

F r o m the s c h o o l s

c o n s t i t u t e d the s a m p l e

schools

Th is

l i s t of

use d in this

study.
Procedures Employed
As w a s
the

stated earlier,

f o l l o w i n g t e c h n iq ues :

observation.

The

four s t e p s .
ature

questionnaire,

study was designed

The first step

related

this s u r v e y m a k e s

included

st a t e o f M i c h i g a n .
a questionnaire

c a r r i e d o u t in

the r e v i e w of l i t e r ­

The n e x t

in e x i s t e n c e

ste p w a s

in the

t h e p r e p a r a t i o n of

u s e d to g a t h e r d ata f r o m the s c h o o l s

p a r t i c i p a t i n g in

this study.

d u r i n g and a f t e r i n i t i a l
three

This i n s t r u m e n t w a s

construction by

faculty members

Co ll e g e .

the q u e s t i o n n a i r e ,
results.

to b e

g i v e n to l i t e r a t u r e w h i c h

p e r t a i n e d to the p r o g r a m s w h i c h w e r e

m e n t of H ope

i n t e r v i e w an d

to the t o p i c of the n o n - g r a d e d school.

Particular attention was

tr ial s w i t h

use of

The

refined

discussion and

in t h e E d u c a t i o n

t h i r d step w a s

e x a m i n i n g the data,

depart­

administering

a n d t a b u l a t i n g the

F r o m the r e s u l t s of the q u e s t i o n n a i r e

the

38
r e s e a r c h e r the n s e l e c t e d s ix s c h o o l s w h i c h h a d i n n o v a t i v e
programs

for an i n - d e p t h study.

The schools

selected were

c h o s e n o n the f o l l o w i n g basis:
1.

Those schools

indicating unusual

the i n s t r u c t i o n a l ,

changes

methodological

in

an d

p h i l o s o p h i c a l areas.
2.

Those school using innovative procedures
m e e t the o b j e c t i v e s

3.

Those schools

of the n o n - g r a d e d pr ogr am.

involving

g r e a t e s t degree)

to

teachers

(to the

i n the d e c i s i o n - m a k i n g

process.
The i n - d e p t h s t u d y

consisted of

p a r t i c u l a r sc h o o l s

observing

h a v i n g the o p p o r t u n i t y
t r ato rs of
students

the p r o g r a m ,

the p r o g r a m s

teachers

i n v o l v e d in the p r o g r a m .

The data

in the p r o g r a m ,

a nd

a n d the

Th e last s t e p w a s
c oll ec t e d ,

Instruments

the

the d r a w i n g

( A p p e n d i x A)

for this s u r v e y w e r e

collected through

the use of a q u e s t i o n n a i r e w h i c h w a s s ent

schools

in action,

c o n c l u s i o n s , a n d t h e n the m a k i n g of r e c o m m e n d a t i o n s .

Data Collection

sample.

to the se

to c o n f e r w i t h key p e o p l e - - a d m i n i s ­

r e p o r t i n g o f the d a t a w h i c h w e r e
of some

a visitation

Additional

information was obtained

t h r o u g h o b s e r v a t i o n of p r o g r a m s

ke y p e o p l e

in th e s e

to t h e to t a l

sch o o l s .

from selected

and interviews with

The q u e s t i o n n a i r e wa s

fully d e s i g n e d to g e t h e r p e r t i n e n t i n f o r m a t i o n

care­

to m e e t the

39
objectives
open

of th is

study.

form question

It w a s

and the c l o s e d

th e i n f o r m a t i o n n e e d e d for this
the E d u c a t i o n

They were

as t h o u g h

i n t e r p r e t the q u e s t i o n s
revise and refine
an d m a i l i n g

and

(II)

St a f f D e v e l o p m e n t .

a r e a s of c o n c e r n w i t h i n
F r o m the

the y w o u l d

in the study.

pattern,

T he

Curri c u l u m Practices,
the s e c t i o n s

responses

and

for

stu d e n t s

for the study,

interview was

used.

contained

s i x sch ool s
selected

An i n t e r v i e w w a s c o n d u c t e d w i t h

collected

approach should be

and

the sec tio n.

the p r o g r a m a nd w i t h some

in the pr og r a m .
in the

a s e m i - s t r u c t u r e d i n t e r v i e w w as

a basis

final

r e l a t e d to s p e c i f i c

c o n s i s t e n c y was e s t a b l i s h e d

the i n f o r m a t i o n

u s e d to

a r e a s of i n f o r m a t i o n :

E a c h of

responsible

teachers

t h a t some

as

g o i n g to r e s p o n d to it.

a p p e a r e d to be the m o s t i n n o v a t i v e w e r e

t h e key p e r s o n

former

a s k e d to r e v i e w the

r e s u l t s o f the q u e s t i o n n a i r e ,

for a n i n - d e p t h study.

of the

who were

their reactions were

to cover t h r e e

i t e m s d e s i g n e d to e l i c i t

which

Fellow members of

c o m m e n t s on h o w

to the p a r t i c i p a n t s

Basic Information,

(III)

were

to o b t a i n

the q u e s t i o n n a i r e p r i o r to c o m p l e t i o n

form was designed
(I)

study.

they w e r e

t h e n a s k e d to m a k e

t o u s e both the

form question

d e p a r t m e n t at Hop e C o l l e g e ,

elementary school principals,
questionnaire

necessary

In or der
interview

used.

Although

f r o m the q u e s t i o n n a i r e
it w a s

fe lt t hat a m o r e

Therefore,

to g a i n a m o r e t h o r o u g h

the p u r p o s e

se r v e d
in-depth
of the

u n d e r s t a n d i n g of the

40
pr o g r a m ,

the c o m p o n e n t s

opinions

and r e a c t i o n s

and the teachers w e r e
of n o n - g r a d e d n e s s ,
material,

of the p r o g r a m and the
to the p r o g r a m .

explain

their p r o g r a m s ,

and r e v i e w m e t h o d s

us ed d u r i n g the i n t e r v i e w ,
as a b a s i s

si n c e y o u have a d o p t e d
The r e s p o n s e s

during

examine

and p r o c e d u r e s

with certain p r e - determined
following example:

the n o n - g r a d e d p r o g r a m ? "

Additional

d e c i d e d pr ior

comments

any of the c a t e g o r i e s w e r e a l s o

not

at l e a s t
as m a n y

a d m i n i s t r a t o r of e a c h

t h e size

An

interview

school, with

two t e a c h e r s p e r b u i l d i n g a n d in s o m e s c h o o l s w i t h
as six o r

building.
spent

the

fitting

listed separately.

of the sc hoo l and the e x t e n t of the pro gram.
conducted with

down

They were

The n u m b e r of i n t e r v i e w s p e r s c h o o l v a r i e d w i t h

was

(see A p p e n d i x

to t h e s e q u e s t i o n s w e r e w r i t t e n

first v i s i t a t i o n .

"What

have y o u a d d e d to the c u r r i c u l u m

l a t e r r e c o r d e d in c a t e g o r i e s w h i c h h a d b e e n

i n to

u s e d to m e e t

the i n t e r v i e w o r i m m e d i a t e l y a f t e r w a r d .

to the

content

T h e o p e n - f o r m q u e s t i o n w as

s u c h as the

ne w l e a r n i n g e x p e r i e n c e s

D).

The a d m i n i s t r a t o r s

a s k e d to c l a r i f y t h e i r i n t e r p r e t a t i o n

the o b j e c t i v e s of t h e program.

questions

respondent's

se v e n ,

In a d d i t i o n

at least o n e - h a l f

o b s e r v i n g the p r o g r a m s
in the p r o c e d u r e s
of t h e programs,

being

and w i t h

at

least s i x s t u d e n t s

to the i n t e r v i e w s ,
day and in m a n y
in ac t i o n w i t h
used b y th e

the

a n d the r e a c t i o n s of

researcher

cases o n e

particular

tea chers,

per

the

full day
interest
content

the s t u d e n t s .

The

o b s e r v a t i o n was n o t p l a n n e d to be s c i e n t i f i c in n a t u r e b u t

41
m o r e of a c a s u a l o b s e r v a n c e .
a n d o b s e r v a t i o n s of e a c h
without

identifying

schools w i l l b e
ME,"

and

T h e r e s u l t s of the i n t e r v i e w s

school

are presented separately

the p a r t i c u l a r s c h o o l by n a m e .

d e s i g n a t e d as s c h o o l

"A,"

”B,"

"C,"

The
"D,"

"F."
A n a l y s i s of D a t a
The

u s i n g the
na i r e ,

data

three

the

collected

for thi s s t u d y w e r e

techniques

interview,

d e s c r i b e d ea rl i e r ;

a n d the o b s e r v a t i o n .

the q u e s t i o n n a i r e s w e r e

tabulated,

dat a f r o m the i n t e r v i e w s

vations were

analyzed and reported together.

analyzing
with

the

d a t a of the

Basic Information,

responses

the q u e s t i o n n a i r e was

individuals

in d i f f e r e n t p o s i t i o n s

In a n a l y z i n g

h e l d by the p e r s o n

very

important because

view questions

Emphasis was

could

from

al so p l a c e d o n the

and the l o n g e v i t y of

t h e s e d ata o n e

In

in the s e c t i o n d e a l i n g

the p o s i t i o n

different perspectives.

tabulated

placed on each section.

filling out

organizational pattern

a n d t he o b s e r ­

to the q u e s t i o n n a i r e s w e r e

with particular significance

from

a n a l y z e d and r e p o r t e d

The

responses

th e q u e s t i o n ­

Th e d a t a

separately.

The

o b t a i n e d by

the p r o g r a m .

f i n d a clu e to th e

e f f e c t i v e n e s s of the p r o g r a m f r o m its

duration

and also

f r o m its e x p a n s i o n .
The

second section

of

on Curriculum

Pra cti c e s .

checkmarks

a scale a n d t h e s e w e r e

on

So me

the q u e s t i o n n a i r e
of

focused

the r e s p o n s e s w e r e
analyzed according

42
to p o s i t i o n and d e g r e e ,

while o t h e r responses were answers

to o p e n - e n d e d q u e s t i o n s .
necessary

to e d i t s o m e

categories.

In a n a l y z i n g t h e s e data,

a nswers a n d g r o u p t h e m i n t o c e r t a i n

Specific categories

were

c o n t e n t - a n a l y s i s a p p r o a c h was u s e d
r i c u l u m cha nge s h a d t a k e n place.
procedures

use d in s c h o o l s ga ve

procedures

are u s e d m o r e

The responses
ment,

were

se cti on.

it w a s

chosen and a modified

to d e t e r m i n e w h a t c u r ­
The a n a l y s i s of

an i n d i c a t i o n

th at c e r t a i n

f r e q u e n t l y t han ot h e r s .

to the t h i r d section,

a n a l y z e d in

the

a manner

similar

Staff Dev e l o p ­

to the s e c o n d

C e r t a i n d a t a w e r e c a t e g o r i z e d to m a k e

the r e s u l t s

more m e a n i n g f u l .
The data r e c e i v e d from t h e
observations were
of the
wa s

interviews

a c t u a l l y an e x t e n t i o n and c l a r i f i c a t i o n

information

r e c e i v e d on

t he q u e s t i o n n a i r e s .

th e i n - d e p t h p h a s e of the s t u d y

of the q u e s t i o n n a i r e w e r e p u r s u e d ,
of the d e f i n i t i o n o f
the p r o c e d u r e s
of the p r o g r a m ,
a close

non-graded,

and methods

the p h y s i c a l a s p e c t s

s uch as;

analysis

of

presented

in

p r e s e n t e d by raw s c o r e s

This

as p e c t s

clarification

of

the p r o g r a m ,

use d to carry o u t the o b j e c t i v e s

organizational,

Th e a n a l y s i s of

of r e s p o n s e s

and c e r t a i n

r e v i e w of the m a t e r i a l s w h i c h

look at the

naire w a s

a n d the

are used,

administrative,

and

a nd

the p r o g r a m .
the d a t a c o l l e c t e d in the q u e s t i o n ­
a n u m b e r o f ways.
in t a b l e s

I n f o r m a t i o n wa s

to i n d i c a t e

the n u m b e r

to c e r t a i n q u e s t i o n s , an d r e s p o n s e s to

43
questions
ration.

d e a l i n g w i t h d e f i n i t i o n s w e r e p r e s e n t e d in n a r ­
Th e d a t a r e c e i v e d

observations were
cations

f r o m the i n t e r v i e w s

r e p o r t e d in n a r r a t i o n .

a n d the

Specific classifi­

h a d b e e n u s e d in the g a t h e r i n g of the data,

the c o m m e n t s

and

l i s t e d u n d e r e a c h c l a s s i f i c a t i o n w e r e rev iew ed,

edited and summarized.

The

r e s u l t s of t h e v i s i t a t i o n s

the i n t e r v i e w s of e a c h s c h o o l w e r e
i d e n t i f y i n g the s c h o o l by

and

reported separately,

a capital

letter.

s t a t e m e n t e v a l u a t i n g the

f i n d i n g s of

i n c l u d e d in the a n a l y s i s

of the data.

A summary

the v i s i t a t i o n w a s

Summary
This
concerning

study was

d e s i g n e d to p r o v i d e

the c u r r i c u l a r p r a c t i c e s

in M i c h i g a n

t hat ha ve

in e l e m e n t a r y

taken p l a c e

purpose was

to e x p l o r e

implications

several

was chosen because

and o t h e r p e r ­

it w a s

deemed

Elementary

After examining

research survey method
the b e s t

The sample was

p o p u l a t i o n p r e s e n t e d in a p r e v i o u s

the a d d i t i o n o f

these changes may have

teachers

a descriptive

o b j e c t i v e s of the study.

Michigan

an d the t h i r d

in the n o n - g r a d e d pr og r a m .

approaches,

to c a r r y o u t the
chosen

f r o m the

s t u d y c o n d u c t e d by the

School Principals Association,

four s c h o o l s

Two

r e l a t e d to the c h a n g e s

in the c u r r i c u l u m ,

on the p r e p a r a t i o n o f e l e m e n t a r y
sonnel involved

sc h o o l s

a d o p t e d the n o n - g r a d e d con c e p t .

s p e c i f i c o b j e c t i v e s of the s t u d y w e r e
that have

information

in w e s t e r n M i c h i g a n .

with
The

44
study was

c a r r i e d o ut

p l a n n e d and evaluated.
the interviews

in four s t e p s ,
The d a t a

e a c h st ep

carefully

f r o m the q u e s t i o n n a i r e s ,

and the observations were carefully

analyzed,

a n d the fi nd i n g s

a n d the r e c o m m e n d a t i o n s w i l l be p r e s e n t e d

in the

chapters.

following

C H A P T E R IV
D A T A F R O M THE S T U D Y

Introduction
Questionnaires were
which
were

constituted

the sample.

returned with responses

the p r o g r a m "

to v e r y

o u t of a p o s s i b l e

complete

from

answ e r s .

"We've d r o p p e d

Twenty-six returns

i n t e n d e d to p r e s e n t

s h o w i n g the n e g a t i v e

collected

from the

as c o m p l e t e l y as p o s s i b l e .

responses

to p r e s e n t

a complete

to c e r t a i n q u e s t i o n s .

other

possible

list o f

Those

and F.

Where

responses

the r e s p o n s e s

schools

t o t a l n u m b e r of s c h o o l s
w a s given.

When

description was
study was
the

to

using

selected

g i v e n s e p a r a tel y.
the p r a c t i c e s

schoo ls.

The

B,

in nature,

for
C,

D,

th e

the p a r t i c u l a r p r a c t i c e

a unique practice wa s

focus on

individual

are s i m i l a r

to s u m ­

times it w a s

an i n - d e p t h s t u d y are r e f e r r e d to as s c h o o l s A,
E,

as

schools were p resented

W hen it w a s

a summary was presented;

necessary
made

ranging

the p o s i t i v e .
The data

marize,

Twenty-six questionnaires

for th is study ar e

a c o m p o s i t e p ict u r e ,
as

thirty-four schools

t h i r t y - f o u r is a 76 p e r c e n t r e s p o n s e .

Th e d ata c o l l e c t e d

well

sent to

descri bed ,

The purpose
and

information

45

that

of t he

c h a n g e s , not on
from the

46

questionnaires was
sections:
and

(3)

(1)

r e p o r t e d a c c o r d i n g to t h e s e three m a i n

Basic Information,

(2)

Curriculum Practices,

Staff Development.
Basic
The i n d i v i d u a l s

Information

responding

held different positions

in

Table

1 gives

TABLE

1.- - P o s i t i o n s h e l d by

to t h e q u e s t i o n n a i r e

their respective

the b r e a k d o w n

of

school s y s t e m s .

the i n d i v i d u a l s

Individuals

Responding.
Number

Positions

responding.

Classroom Teacher

Percentage

0

Principal

0

%

21

81%

Superintendent

1

4%

D i r e c t o r of I n s t r u c t i o n

1

4%

As s't. D i r e c t o r of E l e m e n t a r y
Schools

1

4%

T e a m Lea d e r s

2

7%

Other:

26

Totals

T w e n t y - f o u r of

the

Th is

s h o u l d be k e p t in m i n d as

%

t w e n t y - s i x r e s p o n d i n g to the

questionnaire hold administrative positions
r e s p e c t i v e sch oo l s .

100

is

an i m p o r t a n t

in t h e i r

fa c t o r w h i c h

the d a t a f r o m the q u e s t i o n n a i r e s

47
are being reported and interpreted.
teachers often view questions

Administrators

from entirely

an d

different

perspectives.
Seven i n d i v i d u a l s
were

i n d i c a t e d that t h e i r

no l onger n o n - g r a d e d ,

and g a v e

1.

C o n s i d e r i n g going into

2.

Change

of

a

the f o l l o w i n g re aso ns:
family g r o u p i n g .

a d m i n i s t r a t i o n plus b u i l d i n g w a s

t o t a l l y no n - g r a d e d ;
within

schools

it had a b l o c k

traditional

approach.

d e v e l o p i n g ope n c l a s s r o o m s

not

system

Presently

in m a n y of o u r

self-contained r o o m s .
3.

Presently
Leaning

in a s t a t e

of e v a l u a t i o n

tow ard s a m o d i f i e d a p p r o a c h

and revision.
to

differentiated staffing organization.
and w h a t

our final

4.

6

.

7.

is hard to d e t e r m i n e

at

time.

L ack o f
staff

5.

How

c u r r i c u l u m and o r g a n i z a t i o n a l

structure will become
this

the

f ina ncia l s u p p o r t ,

support,

and

lack of

l oss of key

general

teachers.

E n r o l l m e n t i n c r e a s e — loss of b u d g e t m o n e y .
Our school

is n o t a n o n - g r a d e d s c h o o l .

One p a r t i c i p a n t i n d i c a t e d that h i s

s c h o o l was

no longer non-graded

on

"We a r e
on l y " ;

and

then w e n t

u n g r a d e d in m a t h e m a t i c s
how ever,

naire was

the

r e m a i n d e r of

not c o m p l e t e d .

to s t a t e

and reading
the q u e s t i o n ­

48

F r o m the c o m m e n t s
th at t h r e e of the s e v e n
menting with
This

unit.

The

approaches.

stu dy wa s s p e c i f i c a l l y
however,

the

in the q u e s t i o n n a i r e

e x p a n d e d to i n c l u d e

the

responses

it s h o u l d b e n o t e d

i n d i c a t e d tha t they are e x p e r i ­

other innovative

P r i m a r y U n i t pro gra ms;
to i n d i c a t e

l i s t e d above,

concerned with

respondents were

I n t e r m e d i a t e Unit,

2.

P a t t e r n s of N o n - G r a d e d S cho ols .
Number

Only

Primary

Unit

Only

Intermediate Unit

7
2

Both Units

9

Other

1

Totals

19

t a b l e above it can b e n o t e d t h a t s i x t e e n p a r t i c i ­

p a t i n g s c h o o l s ha ve
level.

o r any o t h e r

a p p e a r in T a b l e

Patterns

F r o m the

asked

if t h e p r o g r a m h a d b e e n

to this q u e s t i o n

TABLE 2 . — O r g a n i z a t i o n a l

t he

T he

the n o n - g r a d e d p r o g r a m at the P r i m a r y

response

listed

in the

"other"

category was

a

K-4 p r o g r a m i n a s c h o o l s y s t e m tha t is o r g a n i z e d on the
4-4-4 p a t t e r n .

Thus,

a d d i n g that o n e

to the o t h e r s i x t e e n

sc hools w o u l d give a t o t a l of s e v e n t e e n s c h o o l s
n o n - g r a d e d p r o g r a m at the P r i m a r y

h a v i n g the

level.

In q u e s t i o n n u m b e r s i x the p a r t i c i p a n t s w e r e
the s t a r t i n g date of the p r o g r a m in t h e i r school.

asked

It w a s

49
interesting

to n o t e

tha t o n l y t wo of t h e

indicated their program started before
primary

level

To c o n c l u d e

respondents

I960,

one

a n d the o t h e r at the i n t e r m e d i a t e

at the
level.

t h a t the n o n - g r a d e d p r o g r a m w a s n o n - e x i s t e n t

in the s t a t e of M i c h i g a n b e f o r e

196 0 w o u l d b e a m i s t a k e .

T h e r e m a y h a v e b e e n m a n y more;

however,

were

c o n d u c t e d by the E l e m e n t a r y

n o t r e c o r d e d in the s t u d y

School Principals.
programs
TABLE
Year
1956
1957
1958
1959
1960
19 61
1962
19 6 3
19 6 4
19 6 5
1966
19 6 7
1968
1969
19 70
1971

The s t a r t i n g d a t e s o f

at the v a r i o u s

3.— Initial

their programs

the n o n - g r a d e d

le vel s are p r e s e n t e d in T a b l e

3.

Dates of N o n - G r a d e d P r o g r a m s .

Primary Unit

Intermediate Unit

Other

1

1
2
1

3

1
1

1
2

3

4

1
1
1
2

1

1
1

16

11

1

Curriculum Practices
The s e c o n d s e c t i o n of the q u e s t i o n n a i r e
curriculum practices.

It w a s

dealt with

the i n t e n t i o n o f the r e s e a r c h e r

50
to h a v e e a c h p a r t i c i p a n t d e f i n e

the n o n - g r a d e d c o n c e p t

as it a p p l i e d to his p a r t i c u l a r sc hool.

No d e f i n i t i o n of

" n o n - g r a d e d n e s s " was

g i v e n on the q u e s t i o n n a i r e o r

accompanying

because

letter,

in the r e s p o n s e s
s t a t e d as

the r e s e a r c h e r w a s

from th e p a r t i c i p a n t s .

in the

interested

The q u e s t i o n wa s

follows:

D e s c r i b e w h a t y o u m e a n by n o n - g r a d e d as the c o n c e p t
a p p l i e s to y o u r s c h o o l .
As a s t a r t i n g p o i n t , w o u l d
y o u p l e a s e i n d i c a t e w h e r e y o u r d e f i n i t i o n w o u l d fall
o n the f o l l o w i n g sca le:
P h i l o s o p h i c a l j____________ J _____________ [_ A d m i n i s t r a t i v e
Approach
Approach
All the participants
and o n l y

a few s u b m i t t e d d e f i n i t i o n s

c oncept.

The
1.

E a c h c h i l d has

opportunity

on

to

an i n d i v i d u a l

Therefore,

the scale

the n o n - g r a d e d

responses whi c h were w r i t t e n were

ra te a n d cap aci ty.

to hi s

i n d i c a t e d t h e i r f e e l i n g s on

as

follows:

l e a r n i n g style,

eac h c h i l d m u s t b e

given

l earn a c c o r d i n g l y , w i t h g o a l s s e t a c c o r d i n g

a b i l i t y and w i t h

utilizing methods of

the

ch a n c e

learning most

to p r o g r e s s

at h i s

appropriate and

rate,

effective

for him.
2.

We a d j u s t a c h i l d ’s s t u d i e s

Kindergarten
ha ve s i x t h
graders

through six

graders

(we s t i l l

use

3.

g r a d e s ) , b u t we

u s i n g s e c o n d gr a d e m a t e r i a l s

using third grade materials.

according

from grades

to h i s o w n

We evaluate

a child

ability.

All students

f r o m thi rd

through seventh

t e s t e d a n d p l a c e d in c l a s s e s w i t h c o m p a r a b l e
r e a d i n g only.

and second

Promotions

are

twice p e r year.

ability

are
for

51
The

responses on

TABLE

the s cale a p p e a r in T a b l e

4. — N o n - G r a d e d A p p r o a c h .

Philosophical
Approach

Three

j________________ |_________________1
^
_

indicated

that t h e y w e r e

P h i l o s o p h i c a l e n d and no o n e
trative Approach.

c h e c k e d the e x t r e m e A d m i n i s ­

Sixteen participants

thus g i v i n g an i n d i c a t i o n
approaches

is n e c e s s a r y

that

i n d i c a t e d t hat

methodological,

th ey t h o u g h t a p p r o p r i a t e
The

to

f r o m the

l ist as m a n y

former

A.

Forty-four

a n d th en c l a s s i f i e d

into the

G r o u pin g,

analyzed

as
the

changes were

li s t e d

following six categories:

Heterogeneous

(3)

Skill areas and Program Changes,

vidualized Approach.

cha nge s

for each area.

instructional

(1)

Teaching Arrangements,

The

to t h e i r p r o g r a m in e a c h of

responses were

asked

and philosophical

to the p r e s e n t n o n - g r a d e d p r o g r a m .

participants were encouraged

nature.

the two

the p a r t i c i p a n t s w e r e

h a d a c c o m p a n i e d the t r a n s i t i o n

areas.

a pp r o a c h e s ,

in a n o n - g r a d e d p r o g r a m .

what basic instructional,

graded program

two

a blending of

In the s e c o n d q u e s t i o n

changes

Administrative
Approach

at the e x t r e m e

t h e i r d e f i n i t i o n w o u l d fall b e t w e e n the

three

4.

(2)

Homogeneous
(4)

Grouping,

Cooperative

(5) M u l t i - A g e G r o u p i n g ,
M a n y of

and

(6 ) I n d i ­

the r e s p o n s e s w e r e s i m i l a r

in

52
1.
were

Eight responses

grouped heterogeneously*

indicated that students
Respondents

w e r e m o v i n g to t h e h e t e r o g e n e o u s

approach

c o m m e n t e d they
f r o m the h o m o ­

g e n e o u s gr oup i n g .
2.

Seven responses

are p l a c e d in c l a s s r o o m s
according

indicated that students

so t e a c h e r s h a v e w o r k a b l e g r o u p s

to a b i l i t y — h o m o g e n e o u s

grouping.

T w o of t h e s e

r e s p o n s e s w e r e m a d e by i n d i v i d u a l s w h o i n d i c a t e d t h e i r
d e f i n i t i o n of n o n - g r a d e d w a s m o r e p h i l o s o p h i c a l

than

administrative.
3.
ar e a s

Twelve

responses were

and p r o g r a m c h a n g e s w i t h

comments

" B u i l d i n g p r o g r a m s on b e h a v i o r a l
p rogram built on
books
and

and m a t e r i a l s , ” "use m a n y

4.

Five

r oom and cooperative
5.

.

B.

indicated new cooperativeopen class­

i n d i c a t e d a m o v e m e n t to the
flexibility.

responses

a w a r e n e s s of the i n d i v i d u a l
by a mor e

supplement materials,"

teaching.

Six responses

Four

"use m u l t i - l e v e l

such as t e a m - t e a c h i n g ,

multi-age grouping with much
6

" bas ic s e q u e n t i a l

in r e a d i n g a n d m a t h e m a t i c s . "

responses

teaching arrangements

r a n g i n g as follows:

skills,"

skills and concepts,"

"use p r o g r a m m e d m a t e r i a l s

r e l a t e d to s k i l l

individualized

i n d i c a t e d m o r e of an

child*s

ability accompanied

ap proach.

Methodological C h a n g e s .

a variety of m e t h o d o l o g i c a l

changes.

Responses

The responses were

indicated

53
analyzed and grouped into
Method,
(4)

five c a t e g o r i e s :

(2) D i s c o v e r y A p p r o a c h ,

(3)

Cooperative Teaching Method,

(1)

Lecture

Individualized Approach,

and

(5) V a r i a t i o n o f

Methods.
1.

Three participants

i n d i c a t e d they w e r e

u s i n g the l e c t u r e met hod :

one sa id his

it less t o d a y

one

than b e f o r e ,

r e s p o n s e was

tended

2.
the d i s c o v e r y
mittees

a n d the t h i r d

l e c t u r e app roa ch.

m a d e b y a t e a m leader.

non-gradedness

to b e m ore

and individually

with

used

just

The la ter

His d e f i n i t i o n o f

administrative.

Seven r e s p o n s e s i n d i c a t e d a m o v e m e n t
app roa ch,

using

i n d i c a t e d it w a s b e i n g

b y t h o s e w o r k i n g w i t h o l d e r students,
li s t e d u s i n g the b a s i c

teachers were

to

s t u d e n t s w o r k i n g in c o m ­

t o bec o m e m o r e

i n v o l v e d in the

learning process.
3.

Six r e s p o n s e s

i n d i v i d u a l i z i n g the p r o g r a m
on diagnosing difficulties

s t r e s s e d a ch ang e t o w a r d

for eac h

child with emphasis

and p r e scribing programs

to

m e e t t h e s e needs.
4.

Two r e s p o n s e s

teaching arrangements with
trained individuals
5.
f i e l d trips,

cooperative

teams of p r o f e s s i o n a l l y -

an d aides.

Five responses

resource p e o p l e

g r e a t e r d egree.

indicated more

i n d i c a t e d the use of

and c o m m u n i t y

resources

uni ts,
to

a

54
Individual

comments which

s e e m e d to be s i g ­

n i f i c a n t a n d c o u l d n o t be g r o u p e d u n d e r the a b o v e h e a d i n g s
are

as follows:
a.

Very much

b.

Varies

the s a m e m e t h o d s

as before.

f r o m t e a c h e r to t e a c h e r — s e v e r a l

are n o t i n c o r p o r a t i n g

the i n f o r m a l

classroom approach.
c.

Same e m p h a s i s o n p r o g r a m m i n g .

C.
responses

Philosophical Changes*
to thi s

two s e c t i o n s .
into

s e c t i o n of

The

a nswers w e r e

three c a t e g o r i e s :

centered,

and

(3)

1.

2.

(1 ) c h i l d - c e n t e r e d ,

(2 ) e x p e r i e n c e -

the

l a r g e s t n umber,

to a c h i l d - c e n t e r e d a p p r o a c h .

in a g r e e m e n t w i t h

graded which was

t han to the o t h e r

analyzed and classified

Sixteen responses,

t e n d to b e

fewer

subject-centered.

indicated a movement
would

the q u e s t i o n

There were

{This

the d e f i n i t i o n of non-

s t a t e d in C h a p t e r I.)
Two responded

e x p e r i e n c e - c e n t e r e d ; how ev e r ,
p r o g r a m is a c o m b i n a t i o n of
centered because

that
one

t h e i r p r o g r a m s are
indicated

that

t hei r

c h i I d — c e n t e r e d a nd e x p e r i e n c e -

certain common experiences

are desirable

for all chi ld r e n .
3.

Two

are s t r e s s e d a n d
two participants*
be m o r e

responses

i n d i c a t e d t h a t th e ba s i c s

t h e i r p r o g r a m is s u b j e c t - o r i e n t e d .
definition of non-gradedness

a d m i n i s t r a t i v e than p h i l o s o p h i c a l .

These

t e n d e d to

55
In r e v i e w i n g t h e s e
that m o s t of the c h a n g e s
area w e r e n o t u n i q u e
suggestions

s u g g e s t e d in the i n s t r u c t i o n a l

to a n o n - g r a d e d program.

however,

homogeneous

g r o u p i n g are

just two

u sed in the s c h o o l s

a p p r o a c h in

was

this

but

a g r a d e d p r o g r a m jus t
The c h a n g e

r ate

and s p e e d ,

section

a l s o c o u l d be u s e d in

in a n o n - g r a d e d pr ogr am.

to the c h i l d - c e n t e r e d

approach

and s u p p o r t s

g r a d e d in tha t a c h i l d p r o c e e d s

The movement

the m e t h o d o l o g i c a l

as

and

ty p e s of g r o u p i n g w h i c h

approach

as w e l l

cal s e c t i o n is n o t e w o r t h y

his o w n

as w e l l as

Heterogeneous

for s o m e time.

t o w a r d the d i s c o v e r y
interesting,

M a n y of the

the c h a n g e m a y h a v e b e e n an i n ­

for that p a r t i c u l a r sch ool .

h a ve b e e n

it s h o u l d be n o t e d

ha ve b e e n u s e d in g r a d e d p r o g r a m s

other programs;
novation

three areas

through

in the p h i l o s o p h i

the i d e a of n o n school

determining

but following a continuous progress

plan.
The participants were

asked

in the

third question

h o w s t r u c t u r e d the c u r r i c u l u m of the n o n - g r a d e d p r o g r a m
appeared by marking
one b e i n g V e r y

the sc a l e w h i c h h a d two e x t r e m e po les ,

Structured

The p a r t i c i p a n t s w e r e
briefly .

and the o t h e r V e r y F l e x i b l e .

a l s o a s k e d to e x p l a i n

The explanations

the t a b u l a t i o n on the s c a l e
Interestingly,
the s c a l e

no o n e

g i v e n w i l l be r e c o r d e d
as i n d i c a t e d in T a b l e

c h e c k e d e i t h e r ex tr e m e .

at m i d - p o i n t

and V e r y F l e x i b l e .

their positions

Six

and e l e v e n

following
5.

Two checked

checked between mid-point

felt t h e i r p r o g r a m s

t e n d e d to be

56
TABLE

5. — D e g r e e of F l e x i b i l i t y o f Program.

Very
Structured

more

^

V

e
2

6

structured than

f lex ibl e.

majority

feel t h e i r p r o g r a m is

comments

are as fo llows:
1.

The written

for t h e b u i l d i n g is

I n s t r u c t i o n a l p r o g r a m is

Structured but varying,

and social studies.

d e p e n d e n t on a c h i e v e ­

levels.
3.

C u r r i c u l u m is u n s t r u c t u r e d — if any th i n g ; w e

n e e d some s t r u c t u r e — i m p r o v e m e n t .
new ideas and concepts;
4.
However,
will

Flexible

flexible.

C o n t e n t is g r a d e d in sci ence

2.
ment

(twelve y e a r s ) .

y

It can be n o t e d that a

Organizational pattern

team-teaching
un g r a d e d .

r
11

the

Innovation
first

a f f e c t him.

5.

re m a i n q u i t e

a nd e x p e r i m e n t a t i o n

t e n d to try
"book-bound.”
is e n c o u r a g e d .

c o n s i d e r a t i o n is the c h i l d
Th is a r e a

a r e s u b j e c t to c h a n g e
can supplement,

others

Teachers

is o p e n - e n d e d .

at any time.

enr i c h ,

etc.,

Non-gradedness

and h o w it

Basic programs

N o t r igi d;

teachers

a p r o g r a m w h e n e v e r nee d e d .

connotes

s t u d e n t is p r o g r a m m e d i n d i v i d u a l l y .

flexibility.
Where he

is,

Each
depends

on his readiness and capabilities.
6

.

requirements
7.

Still

t i e d to

as t h e

the s ame b a s i c c u r r i c u l u m

rest o f the system.

Too m u c h s t r u c t u r e

at the p r e s e n t - - t h i s

n o t i n d i g e n o u s to the n o n - g r a d e d school,

however.

is

57

8

sc ie n c e ,

.

T h e r e are s o m e areas,

in w h i c h

financial conditions

such

as m a t h e m a t i c s

of the d i s t r i c t

h a v e k e p t us f r o m h a v i n g the v a r i e t y o f m a t e r i a l s
to m a k e

the p r o g r a m as

ad dit i o n ,

f l e x i b l e as w e w o u l d like.

a few teachers

have b een accustomed

seems

in t h e c o n t e n t o f

l e a d i n g the r e s e a r c h e r
the s ame

to infer t h a t

encouraged,

the

th e

in the n o n - g r a d e d

as it is in th e g r a d e d p r o g r a m s .

to be g r e a t l y

they

to.

c u r r i c u l u m is p r e t t y m u c h
programs

In

t e n d to f o l l o w a p a t t e r n

N o one m e n t i o n e d any f l e x i b i l i t y
curriculum,

necessary

but

Flexibility

t h e e x c i t e m e n t of

the o p p o r t u n i t y does n o t a lwa ys p r o d u c e

c rea t i v e

inno­

vations .
Th e

fo urt h q u e s t i o n d e a l t w i t h

p r o c e d u r e s or p r a c t i c e s
the c u r r i c u l u m .
i n d i c a t e on the
the p r o c e d u r e
The

table

somewhat

u s e d to m e e t

the o b j e c t i v e s

The p a r t i c i p a n t s w e r e
four s c a l e s

listed.

indicates

The

the d e g r e e
results are

tha t all

in the sch oo l s ;

four s e l e c t e d

again a s k e d
to w h i c h

of
to

t h e y used

indicated in Table 6 .

four p r o c e d u r e s

so me p r o c e d u r e s

are

used

are u s e d m o r e

f r e q u e n t l y th an others.
Th e m a j o r i t y o f
to i n d i v i d u a l i z e

the r e s p o n d e n t s have a t e n d e n c y

their programs

indicated Very Much emphasis

to s o m e degree.

Four

on i n d i v i d u a l i z a t i o n ,

two

c h e c k e d a t m i d - p o i n t a n d n o one c h e c k e d Not A t Al l.
c h e c k e d b e t w e e n m i d - p o i n t a nd V e r y M u c h wh i c h g i v e s

Ei ght
a

an

58
TABLE

6

.— U s e of S e l e c t e d P r o c e d u r e s .
Ability Grouping

Very
Much

1

i

2

6

No t At
All

1

2

4

5

In t e r e s t G r o u p i n g
Very
Much

I

1

6

No t A t
All

1

4

7

2

Achievement Grouping
Very
Much

L

I

.

8

2

N o t At
Al l

1

4

4

1

I n d i v i d u a l i z e d B asi s
Very
Much

1

1

4

8

m a j o r i t y of t w e l v e
the

N o t At
All

1

2

5

favoring individualization.

Five

checked

are a b e t w e e n m i d - p o i n t and N o t A t All.
More participants

ment.

Two i n d i c a t e d

achievement,

t e n d to

group according

they g r o u p e d V e r y M u c h

to a c h i e v e ­

a c c o r d i n g to

f o u r c h e c k e d at the m i d - p o i n t a n d o n e

he does n o t g r o u p

at all in this

the space b e t w e e n V e r y M u c h

category.

Eight

favor m o r e

to the r i g h t o f

checked

A majority

achievement grouping.

In the a b i l i t y g r o u p i n g p r o c e d u r e
to b e m o s t e v e n l y b a l a n c e d .

checked

an d m i d - p o i n t a n d f o u r

the s p a c e b e t w e e n m i d - p o i n t a n d N o t A t All.
can be r e p o r t e d to

indicated

Nine have

the mid-point,

g r o u p i n g a c c o r d i n g to ability;

the s c a l e

seems

c h e c k e d t h e scale

w h i c h means
e i g h t have

l i t t l e or no
checked

the

59
scale to the

left, w h i c h m e a n s t hey

m o r e o r V e r y Much.

T wo

use

this p r o c e d u r e

c h e c k e d at m i d - p o i n t .

No participants

c h e c k e d t h a t t h e y group a c c o r d i n g

to i n t e r e s t V e r y Much,

f o u r c h e c k e d at m i d - p o i n t

c h e c k e d at t h e e x t r e m e

e n d — N o t At All .

area b e t w e e n V e r y M u c h

and mid-point

Six checked

of the

this

is p e r h a p s

the

the

and seven checked

the s p a c e b e t w e e n m i d - p o i n t and N o t A t All.
indicate that

a n d two

This w o u l d

least popular procedure

four.
In a n a l y z i n g the

understand how

tabulation

two p a r t i c i p a n t s

end V e r y M u c h on two s c a l e s

it w a s

could

c h e c k the e x t r e m e

such as U s e of A b i l i t y

and Use of I n d i v i d u a l i z e d Basis.

The

c o n t r a d i c t e a c h o t h e r to s ome d egree;
depends o n h o w o n e d e f i n e s

d i f f i c u l t to

Grouping

two w o u l d a p p e a r to
ho wev e r ,

the two p r o c e d u r e s .

group a c c o r d i n g to a b i l i t y to m e e t t h e

it all
One

could

n e e d s of an i n d i ­

vi d u a l s t u d e n t .
In a d d i t i o n to the
pants h a d an o p p o r t u n i t y
which

the y w e r e

were given by

using.

four c a t e g o r i e s ,

the p a r t i c i ­

to list any o t h e r p r o c e d u r e s
Five

individuals

additional

are as

suggestions which

follows:

1.

Grouping

according

to l i k e

2.

Grouping

according

to ne e d s .

3.

Teaming students

4.

Grouping

according

to b e h a v i o r .

5.

Grouping

according

to l e a r n i n g d i s a b i l i t i e s .

together

differences.

for c e r t a i n e x p e r i e n c e s .

60
In e a c h case,

the

participant who

p r o c e d u r e s t a t e d that it w a s

the p r i m a r y

li ste d the
technique empl o y e d

in his p a r t i c u l a r school.
Staff Development
The

t h i r d s e c t i o n of the q u e s t i o n n a i r e d e a l t w i t h

Staff D e v e l o p m e n t .
questions

Participants were

dealing with

teacher's

and the a d m i n i s t r a t i o n o f
The

and the p a r t i c i p a n t s w e r e

training,

concerned with certification,
adults i n v o l v e d

a s p e c t of the p r o g r a m w e r e r e q u i r e d
certificates.

asked specifically because
staffing.

The

indicating

"No" were a s k e d

1.

pre-service

a s k e d w h e t h e r a ll

to h o l d M i c h i g a n t e a c h i n g

explanations

aides,

the pr ogr am.

first q u e stion was

in the i n s t r u c t i o n a l

a s k e d to r e s p o n d t o

results

This q u e s t i o n w a s

of the m o v e m e n t

to d i f f e r e n t i a t e d

a r e r e p o r t e d in T a b l e
to e x p l a i n ,

7.

Those

a n d the f o l l o w i n g

w e r e given:
Have

few n o n - c e r t i f i e d v o l u n t e e r s ,

but they

do n o t i n s t r u c t in the f o r m a l sense of t h e word.
2.

Aides assist

and

fo l l o w i n s t r u c t i o n s of

the

teachers.
3.

F i v e aides ar e n o t cer tif i e d ;
school students,

parents,

they are h i g h

o t h e r adults,

and

former p r o f e s s o r s .
4.

U s e one aide.

The participants were
were

involved

also a s k e d if t e a c h e r a i d e s

in the n o n - g r a d e d pro g r a m .

re p o r t e d in T a b l e

8

.

It c a n be s a i d th at

The r e s u l t s

are

a majority of

61

TABLE

7.- - A r e A d u l t s

R e q u i r e d to H o l d M i c h i g a n T e a c h i n g
Certificates?
Number

Yes
No
Total

TABLE

8

.— T e a c h e r A i d e s

15
4
19

I n v o l v e d in N o n - G r a d e d P r o g r a m s .
Number

Yes
No
Total

11
8
19

62
those

r e s p o n d i n g u s e t e a c h e r aides;

however,

to b e

a large n u m b e r n o t u s i n g a i d e s .

the u s e of a i d e s w o u l d be a t e c h n i q u e
of individual

students.

e i g h t seems

It a p p e a r s

that

to m e e t th e nee ds

The participants wer e

a s k e d to

li st the ti tle s of any o t h e r p e r s o n n e l w o r k i n g in the
pr o g r a m .

The

following

titles w e r e

a f t e r the t i t l e i n d i c a t e s

how many

listed:

(The n u m b e r

respondents

listed

th at s p e c i f i c title.)
1.

Remedial

Reading Specialist

2.

All Administrators

3.

Speech

Specialist

4.

School

Social Worker

5.

Special

6

.

7.
8

.

9.

(2)
(2)
Music,

and P h y s i c a l

(2)

Special Education— Perceptual Development

(3)

Nurse
Librarian
Media

and V o l u n t e e r L i b r a r y M o t h e r s

Specialist

10.

School Psychologist

11.

I n s t r u c t i o n a l Aide

12.

Extern

13.

Student Teacher

14.

Student Aide

15.

Diagnostician

Teacher

In the s e c o n d q u e s t i o n
larly

(2)

T e a c h e r s — Art,

Education

(6 )

the r e s e a r c h e r w a s p a r t i c u ­

i n t e r e s t e d to k n o w if s p e c i a l

training was

considered

63

necessary

for p e r s o n n e l w o r k i n g in the p r o g r a m ,

w h a t type of a d d i t i o n a l t r a i n i n g .

a n d if so

The p a r t i c i p a n t s w e r e

a s k e d in p a r t o n e of the q u e s t i o n w h a t s p e c i a l p r e - s e r v i c e
training a certified teacher should have
function w ell
were

given

in to the
(2)

in

a n o n — g r a d e d pro gr a m .

and t h e y w e r e

following categories;

S ki l l s n e c e s s a r y

sonal

carefully

Many

suggestions

analyzed and regrouped
P h i l o s o p h y of p r o g r a m ,

for w o r k i n g in such p r o g r a m s ,

(3)

Per­

characteristics.
1.

P h i l o s o p h y of P r o g r a m :

r e l a t e d to this
approach

category

indicating

Seven responses were
that

the p h i l o s o p h i c a l

to the n o n - g r a d e d p r o g r a m m u s t be t h o r o u g h l y

e x p l a i n e d a n d the p r o s p e c t i v e
with

(1)

in o r d e r to

t e a c h e r s h o u l d be in s y m p a t h y

the same.
2.

program:

Skills necessary
Nineteen

responses

for w o r k i n g in a N o n - G r a d e d
f e l l in t his

e m p h a s i s p l a c e d o n suc h s u g g e s t i o n s

as:

category with
should have

le dg a b l e b a c k g r o u n d in s k i l l

areas

so me w o r k

should know something

in g r o u p d y n a m i c s ,

individualized instruction,
in c h i l d g r o w t h
record-keeping
programs,

a d o p t goals,
3.

s h o u l d h ave

and d e v e l o p m e n t ,

a bou t

familiar with

t r a i n i n g in s u r v e y i n g

and p r e s c r i b i n g p r o g r a m s

having difficulties,

evaluate

s h o u l d have

a good background

should be

t e c h n i q u e s , s h o u l d h ave

diagnosing problems,

those students

as r e a d i n g ,

know-

and s h o u l d be a b l e

and i d e n t i f y p u p i l needs.

Personal Characteristics:

flexible on understanding.

T e a c h e r s m u s t be

for
to

64
The participants

fe lt t h a t a t h o r o u g h u n d e r s t a n d i n g

o f t he n o n - g r a d e d p h i l o s o p h y w a s u n d e r l y i n g to t h e s u c c e s s
of a non-graded program.
was

i m p o r t a n t as w e l l

ize d instruction;

A go od u n d e r s t a n d i n g of s k i l l s

as k n o w i n g s o m e t h i n g a b o u t i n d i v i d u a l ­

however,

these w o u l d not assure

successful non-graded p r o g r a m unless

one of a

teachers were

truly

c o m m i t t e d to the p h i l o s o p h y .
The p a r t i c i p a n t s w e r e
second question what special
s h o u l d h a v e in p r e p a r a t i o n
pr o g r a m .
into

a s k e d in p a r t two of
training

(1)

the t e a c h e r aid es

for i n v o l v e m e n t in a n o n - g r a d e d

These s u g gestions were

two c a t e g o r i e s :

the

a n a l y z e d and c l a s s i f i e d

Clerical Assistance,

and

(2)

Stu­

dent Assistance.
1.
aides

Clerical A s s i s t a n c e :

s h o u l d be

re po r t s ,

t r a i n e d in c l e r i c a l

2.

fe lt t h a t

t a s k s , student progress

interpreting school programs,

b i l i t i e s of

du tie s

and r e s p o n s i ­

individuals.
Student A s s i s t a n c e :

t r a i n i n g in w o r k i n g w i t h
with

Participants

slower students

understanding of h o w

Aides

should have

some

A u d i o - V i s u a l m a t e r i a l s , in w o r k i n g

in t u t o r i a l p r o g r a m s ,
children

in h a v i n g an

feel a n d w o r k ,

an d in g i v i n g

direction.
The suggestions were
suggested
work

for t e a c h e r s ,

t han on the a c t u a l

cases,

the t e a c h e r s

and

somewhat different

with more

e m p h a s i s on the

instructional
the aides,

f r o m th ose

a spe c t s .

"doing"

In b o t h

t he p a r t i c i p a n t s

felt

65

it w a s m o s t i m p o r t a n t
service

t h a t these i n d i v i d u a l s h a d s o m e p r e ­

t r a i n i n g a n d a l s o p a r t i c i p a t e d in so me i n - s e r v i c e

programs.
In q u e s t i o n
of

t h r e e of the S t a f f D e v e l o p m e n t s e c t i o n

the q u e s t i o n n a i r e #

indicate

the p a r t i c i p a n t s w e r e

the d e g r e e to w h i c h

teachers

w e r e i n v o l v e d in the d e c i s i o n p r o c e s s
areas.
Table

T h e r e s u l t s of this

section

a s k e d to

and a d m i n i s t r a t o r s
in ten s e l e c t e d

are p r e s e n t e d in

9 by i n d i c a t i n g the n u m b e r o f r e s p o n s e s i n e a c h

percentage quartile.
S o m e of t h e p a r t i c i p a n t s
comments

after checking

spontaneously made

the scal es.

These

comments

some
are

w o r t h y of m e n t i o n an d are as follows:
1.

Do

things

as a team,

but

t e a c h e r takes

the

m a j o r role.
2.

50-50

in m o s t c ase s — a d m i n i s t r a t o r 's d e c i s i o n

to b r e a k
3.

i nd e c i s i o n .

C o o p e r a t i o n is the k e y
m u s t be

total

it w i l l b e

It

teacher-administrator involvement

doomed!

4.

Mutual decision.

5.

Final decision made by principal.

It can b e n o t e d

from Table

9, at l e a s t a c c o r d i n g to t h o s e

r e s p o n d i n g to the q u e s t i o n n a i r e ,
ro le

to n o n - g r a d e d .

in m a k i n g d e c i s i o n s .

that

teachers play

The m a j o r i t y of

a major

their responses

66
TABLE

9 . — D e c i s i o n M a k i n g I n v o l v e m e n t of T e a c h e r s
A d m i n i s t r a t o r s in Ten S e l e c t e d Areas.

an d

0%-24%

25%-49 %

50% -74 %

75%-100%

1
4

2

7
5

10
7

Learning Experiences
for S t u d e n t s :
Teacher
Administrator

7

3

1
2

18
6

G r o u p i n g of S t u d e n t s :
Teacher
Administrator

1

4
4

13
4

Effective Teaching
M e t h o d Procedu res :
Teacher
Administrator

3

4
7

13
4

P r o g r a m Goals:
Teacher
Administrator

1

2

9
8

10
8

Evaluation Techniques:
Teacher
Administrator

1

5

5
5

13
7
11
6

C o u r s e Content:
Teacher
Administrator

7

2
2

1

Performance Objectives:
Teacher
Administrator

4

7
6

E f f e c t i v e n e s s of the
N o n - G r a d e d Pro gra m:
Teacher
Administrator

1
1

8
10

10
6

7

4

2
2

17
4

1

1
4

5
6

12
6

S c h e d u l e of C l a s s r o o m
Activities:
Teacher
Administrator
P l a c e m e n t of S t u d e n t s :
Teacher
Administrator

67

indicated that teachers play
making in

a g r e a t e r r o l e in d e c i s i o n

t h e ten s e l e c t e d areas t h a n

administrators.

Selected Schools
S i x sch ools w e r e
and e a c h

selected for

s c h o o l was v i s i t e d

one c o m p l e t e day d e p e n d i n g
the p r o g r a m .

administrator of

teachers

a n d s tud e n t s ,

sc hoo ls

study,

least one-half

day or

upo n the s i z e o f the s c h o o l

The r e s e a r c h e r h a d an o p p o r t u n i t y

w i t h the

A summary

for at

an i n - d e p t h

the b u i l d i n g ,

a n d to observe

of the f i n d i n g s

is given

are identified by

a capital

and

to v i s i t

to v i s i t w i t h

the p r o g r a m i n action.

f o r e a c h school.

The

le t t e r .

Sc h o o l A
School
dents

"A" wa s

a Primary School which housed

f r o m the K i n d e r g a r t e n

plus a r o o m
considered
tr ation a n d

for s p e c i a l

the s e c o n d

education students.

a continuous progress plan
the t e a c h i n g p r o c e d u r e s

the d i f f e r i n g social,
capacities

level t h r o u g h

emotional,

a m o n g the c h i l d r e n .

physical,

and m e n t a l

much

consideration

the w i d e i n d i v i d u a l d i f f e r e n c e s

of gro w t h .

Grade

removed;

however,

"f irs t g r a d e "
a t his o w n
of l e a r n i n g

in the r a t e

a n d grade s t a n d a r d s h a v e b e e n

parents

still continue

a n d " s e c o n d g rade."

r a t e of g r o w t h ,
for ea ch

The p r o g r a m is

a d j u s t e d to m e e t

is g i v e n t o

l eve ls

level,

i n w h i c h the a d m i n i s ­

are

Also,

stu­

chi ld.

Each

to use t h e

terms

child progresses

thus p r o v i d i n g

for c o n t i n u i t y

The s k i l l p r o g r a m is v e r y

68
i m p o r t a n t to t h e p e o p l e of th is

co mmu n i t y ,

a n d the c h i l d r e n

m u s t m a s t e r s k i l l s o n a s e q u e n t i a l basis.
pl us

s u p p l e m e n t a r y b o o k s a r e p r o v i d e d for

ea ch t e a c h e r u s e s
beneficial.

the m a t e r i a l

Basic textbooks
the

the w a y h e o r

teachers and
she sees m o s t

The administrator emphasized the

f act t h a t

f l e x i b i l i t y is b u i l t into t h e i r p r o g r a m a n d e a c h t e a c h e r
sets his o wn o b j e c t i v e s
of the c h i l d r e n
tremendous

for t h e y e a r a c c o r d i n g to the n e e d s

in the room.

The administrator provides

l e a d e r s h i p in t h i s

a relaxed atmosphere
the o p p o r t u n i t y

s c h o o l and h a s

in the b u i l d i n g .

to vi s i t w i t h

five

conditions,

the p h i l o s o p h y o f
they w e r e a b l e

were

researcher had

teachers

an d g a t h e r e d f r o m the c o n v e r s a t i o n s
the w o r k i n g

The

established

in the b u i l d i n g

tha t a l l

five e n j o y e d

v e r y m uch in a g r e e m e n t w i t h

the p r o g r a m ,

and enjoyed the

to p l a n t h e i r o w n p r o g r a m s

fact t h a t

using a variety

of a v a i l a b l e m a t e r i a l s .
The c o n t e n t of the p r o g r a m was v e r y m u c h
of a t y p i c a l g r a d e d s c h o o l — s p e c i a l e m p h a s i s
areas

of r e a d i n g

and m a t h e m a t i c s ;

that more emphasis

on the s k i l l

it was noticed

is p l a c e d o n o ral c o m m u n i c a t i o n t h a n in

the t r a d i t i o n a l

graded programs.

some

in social s t u d i e s ,

activities

h owe v e r ,

physical education.

The a p p r o a c h

The p r o g r a m also i n c l u d e d
science,

fine arts

in h a n d l i n g

stress w a s p l a c e d on t h e n e e d s

individual student.

and

these a rea s

of the c u r r i c u l u m was the s i g n i f i c a n t fea t u r e .
of the rooms m u c h

like t h a t

In m o s t
of the

The s t u d e n t s wer e p l a n n i n g t h e i r

69
p r o g r a m s w i t h the t e a c h e r a n d then i n

turn were

out their responsibilities

the o b j e c t i v e s .

students

in these r o o m s

situation.

When the

in m e e t i n g

a p p e a r e d to b e

very happy

to s h a r e

t he

things they w e r e

their experiences.

rooms h a d

The s t u d e n t s

immediately

in o n e o f
songs

orally with other s t u d e n t s .
n o t e d in

This s o r t o f r e s p o n s e w a s
That one room a p p eared

t r a d i t i o n a l — the p r o g r a m w a s

that al l the s t u d e n t s w e r e r e q u i r e d
and in the

c o n v e r s a t i o n w i t h the

few c h i l d r e n w o u l d b e
T h e sc h o o l h a d
g r a d i n g i t each year.

o f suc h a n a t u r e

to do the same

thi s g r a d e n e x t y ear .

a fine m a t e r i a l s

c e n t e r and w a s

The t e a c h e r s h a d a c c e s s

g o od u s e of this m a t e r i a l

aids and w e r e ,

in turn,

in the c l a s s r o o m .

teacher,

an art t e a c h e r a n d a p h y s i c a l e d u c a t i o n

tr i e d to b e
programs

to k e e p ;

fl ex i b l e e n o u g h to w o r k

of the t e a c h e r s .

into

making

Th e c l a s s r o o m

als o had t he h e l p of s p e c i a l i s t s

schedules

up­

to a v a r i e t y

teachers

These individuals h a d

things

t e a c h e r she i n d i c a t e d a

" repeating"

of v i s u a l aids a n d a u d i o

S o m e of

sha r e d their stories

all the r o o m s e x c e p t one.

to b e v e r y

the

an d t h e y

sang t h e i r ow n s o n g s w i t h a g r e a t d e a l of gusto.
independently

the

d o i n g an d w a n t e d

just f i n i s h e d w r i t i n g t h e i r o w n

the s t u d e n t s r e a d i n g

The

in thi s

r e s e a r c h e r e n t e r e d t h e rooms,

g r e e t i n g w a s e n t h u s i a s t i c a n d the s t u d e n t s
w a n t e d to sh ow o f f

carrying

s uch as a m u s i c

however,

teacher.
they

the p l a n n e d

70
It w a s

e n c o u r a g i n g to see som e of t h e

i n d i v i d u a l i z i n g the p r o g r a m s of the s t u d e n t s
the s t u d e n t s
The

enjoy

the e x p e r i e n c e s

dents were very positive
their enth u s i a s m was

a n d to see

in the c l a s s r o o m s .

c o n v e r s a t i o n w i t h the s t u d e n t s h a d to be

b a s i s b e c a u s e of the age.

teachers

The responses

on an i n f o r m a l

g i v e n b y the s t u ­

a n d as w a s m e n t i o n e d e a r l i e r ,

very e v i d e n t w h e n e n t e r i n g

the rooms.

School B
School
in o p e r a t i o n

"B" has h a d t h e C o n t i n u o u s

fo r s i x y e a r s

Progress program

a n d at the p r e s e n t

p r i n c i p a l is c o n c e r n e d a b o u t the

t ime the

f u t u r e of the pro gra m.

T h e r e seems to b e m u c h u n r e s t i n the c o m m u n i t y a n d the
p e o p l e are v e r y

c r i t i c a l of

t h e i r c r i t i c i s m seems
The philosophy,

the i n t e n t o f

difficulties

Essentially
where

the pr og r a m ,
however,

Therefore

m e e t the n e e d s

Progress

pr ogr am.

a n d an a n a l y s i s

observation

an o r g a n i z a t i o n a l

is i n d i v i d u a l i z e d and e a c h

p e r m i t t e d and e n c o u r a g e d to p r o g r e s s
him.

o b j e c t of

revealed

in p u t t i n g t h e p r o g r a m i n t o action.

t h i s s ch o o l has

instruction

One

to be t h e C o n t i n u o u s

o f it is b e a u t i f u l on paper;
many

the schools.

arrangement
c h i l d is

at a r a t e

s u i t e d to

f l e x i b i l i t y is b u i l t int o t h e p r o g r a m to
of

the b e t t e r s t u d e n t

of the s l o w e r s t u d e n t s .

as w e l l

The p r i n c i p a l

i n d i c a t e d that the

program facilitates

growth,

sequentially

f u n d a m e n t a l skills,

around

organizes

as the nee ds

subject matter
concepts,

principles

71
an d g e n e r a l i z a t i o n s

and d e p l o y s

a c c o r d i n g to the t a s k at h a n d
those materials.
students

instructional materials

and student readiness for

Th e p r i n c i p a l

a lso i n d i c a t e d t h a t

are e n c o u r a g e d i n d i v i d u a l l y to p u r s u e a r e a l i s t i c

p r o g r a m of l e a r n i n g in a r e a l i s t i c a m o u n t o f time.
observer had a difficult

time

seeing students

plan rea l ­

istic programs;

m o s t of t h e m t e n d e d to b e d o i n g

work.

in

Students

t h e i r r a t e of
After

l e a r n i n g and a l s o

their learning

students

group,

the p l a c e m e n t a n d t h e n m a k e s

school's

Diagnose
this

the p u p i l ' s

c a n be d one b y

the

style.

t h e sta ff

changes

Continuous Progress method

in t h e p r o g r a m i n c o r p o r a t e s
1.

the s a m e

are g r o u p e d a c c o r d i n g to

a trial p e r i o d in the i n i t i a l

evaluates
This

the s c h o o l

T he

if n ee d e d .

for working with
following

strengths

steps:

and weakne s s e s —

u s i n g d i a g n o s t i c tests,

tests of objectives,

pre­

and tests of general b a c k ­

ground knowledge.
2.

Make
is

the c h i l d

the m a t e r i a l .

A n a l y z e his p r o g r a m as he m o v e s
skill

4.

to the m a t e r i a l

to use and t h e m e t h o d in w h i c h h e w i l l

learn
3.

a d e c i s i o n as

through

the

for any a d j u s t m e n t h e w i l l need.

Give guidance and direction

through group

interaction,

oral

p e e r tut or i n g ,

and teacher tutoring.

instruction,

72
5.

Analyze

res u l t s ,

observation
6.

u t i l i z i n g p o s t tests,

and p e r f o r m a n c e

R e t u r n to s t e p o ne
same procedure

ability.

to c o n t i n u e

through

t he

for the n e x t s e t of sk i l l s .

In f o l l o w i n g the a b o v e p l a n ,

the t e a c h e r m u s t o r g a n i z e

h i m s e l f a n d the c l a s s r o o m so the m a x i m u m a m o u n t o f p r o f e s ­
sional

t ime is s p e n t w i t h e a c h

well-organized resource

child.

c e n t e r w h i c h p r o v i d e d th e t e a c h e r s

a n d the c h i l d r e n w i t h m a n y m a t e r i a l s
ri culum.

As

stated earlier,

skill subjects sequentially
for all t e a c h e r s

to e n r i c h the

cur­

thi s s c h o o l h a s o r g a n i z e d
a n d has g u i d e l i n e s

the

available

i n d i c a t i n g the s k i l l s w h i c h s h o u l d b e

l e a r n e d at d i f f e r e n t
Pr ogram.

This school h a d a

levels

These guidelines

d u r i n g the C o n t i n u o u s

Progress

are so s p e c i f i c and r i g i d that

it w o u l d b e d i f f i c u l t t o be

flexible

in t h e p r o g r a m an d

it w o u l d be e x t r e m e l y d i f f i c u l t to a l l o w s t u d e n t s t h e
opportunity

to b u i l d r e a l i s t i c p r o g r a m s .

are g r o u p e d in h o m e r o o m a r e a s

The s t u d e n t s

for t h e s k i l l s u b j e c t s

then are r e g r o u p e d for e x p e r i e n c e s

in o t h e r areas.

texts are u s e d in the

however,

basal approach

skill

is a v a i l a b l e w i t h m a n y

It w a s p o s s i b l e
two teachers

areas;

firm believers

th is tim e t h e i r m o r a l e w a s
the co m m u n i t y .

Basic

t h a n one

s u p p l e m e n t a r y books.

for the r e s e a r c h e r t o v i s i t w i t h

a n d the D i r e c t o r of

teachers were

more

a nd

the M a t e r i a l s

in the p r o g r a m ;

l o w b e c a u s e of

T h e y fel t that b y t his

Center.

however,

The
at

the r e a c t i o n s of

tim e the p r o g r a m

73
s h o u l d h a v e p r o v e d itself,

which

they b e l i e v e d it h a d done.

The s t u d e n t s in th e t w o rooms v i s i t e d s e e m e d m o s t r e l a x e d
in

l e a r n i n g s i t u a t i o n s a n d a p p e a r e d to be v e r y happy.

things

t hey w e r e

Although

The

d o i n g s e e m e d t o b e v e r y a p p e a l i n g to them.

the d e s i g n of the p r o g r a m w a s e x c i t i n g ,

a break-down somewhere which was

there was

e v i d e n c e d in a lack of

g e n u i n e e n t h u s i a s m on the p a r t of

the staff.

School C
School
p r o g r a m since

”C" h a s h a d a t e a m te ach ing ,
1960,

Th e a d m i n i s t r a t o r

and one

t h a t seems

f e l t t hat

non-graded

to b e

very successful.

team teaching provides

the

impetus

for a highly

individualized instructional program

whereby

c h i l d r e n a re

in c o m p e t i t i o n only w i t h

The c h i l d is w o r k i n g w i t h o u t
progress
It w a s

at his o w n

interesting

frustration,

rate as he g a i n s
to no te

that

a n d he may

the n e c e s s a r y

this s c h o o l ha s

school program for four-year o l d youngsters.
child has

completed a pre-school program,

by a p e r c e p t u a l d e v e l o p m e n t s p e c i a l i s t .
studied carefully

a n d the c h i l d

o n e o f the c las ses w h e r e
designed

ducive

a pre­

After a

he

is s c r e e n e d

The

results

are

an i n s t r u c t i o n a l p r o g r a m is

to m e e t h i s n eed s.

This

in an e n v i r o n m e n t w h i c h

and t h e i r p r o g r a m s

is the s t a r t i n g p o i n t
students

are

they p e r c e i v e

to s u c c e s s f u l a c h i e v e m e n t .

constantly

skills.

is a s s i g n e d a p l a c e in

for an u n g r a d e d p r o g r a m in w h i c h
studies

themselves.

Students

i n v o l v e d in
to b e

con­

are e v a l u a t e d

a r e r e a p p r a i s e d to m a k e

74
certain

t h a t the c h i l d is g a i n i n g in the skill a r e a s .

Ev en t h o u g h

it wa s

i n d i c a t e d t h a t a child's e a g e r n e s s

a f a c t o r i n d e t e r m i n i n g the p r o g r e s s
emphasis

seems

is

he o r she m a k e s , the

to b e o n s k i l l d e v e l o p m e n t .

Th is m a y still

be p e r c e i v e d by so me to be a f o r m o f a b i l i t y g r o u p i n g .
School

"C", physically speaking,

best designed schools

vi dua l w o r k .
definitely was

and of v a r i o u s

The

tha t large g r o u p
group sessions

could

space provided for

indi­

The s c h o o l h a d a L e a r n i n g C e n t e r w h i c h
the

"hub"

of its a c c e s s a b i l i t y
used by

small

a n d t h e r e wa s

w e l l - e q u i p p e d center,

a lways

a r r a n g e d so

c o u l d take place,

be h a n d l e d nicely,

the

t hat the r e s e a r c h e r v i s i t e d .

t e am u n i t s o r p o d s w e r e
instruction

was o n e o f

o f the s c h o o l .

material wise

It w a s

an extremely

and staff w i s e .

a n d g r e a t s u p p l y of r e s o u r c e s

s t u d e n t s of all a ges ,

all a b i l i t y

Because
it was

levels

i n t e r e s t b a c k g r o u n d s w o r k i n g on i n d i v i d u a l

units.
Th e s t u d e n t s w e r e
T e a m "K"

i n c l u d e d the

a s s i g n e d to o n e of fiv e

four a n d f ive y e a r olds;

i n c l u d e d si x and s e v e n y e a r olds;
and e i g h t y e a r olds;
ten y e a r olds;

and T e a m

twelve y e a r olds.
Unit,

Team

"III"

"IV"

Team

"I"

i n c l u d e d seven

i n c l u d e d eight,

nine

and

a nd

i n t e r e s t e d in t h e P r i m a r y

t h e m a j o r i t y o f the r e s e a r c h e r ' s

teams s h a r e d t h e i r o p i n i o n s

Team

i n c l u d e d ten, e l e v e n ,

Being mainly

v i s i t i n g T e a m I and T e a m II.

"11"

teams.

time w a s

Six teachers
in a c o n f e r e n c e

spent

in t h e s e

two

a nd t w o other

75
teachers

from other

O f the s i x t e a c h e r s
positive

levels

c o m m e n t e d o n a c a s u a l basis.

in the t w o l o w e r teams,

in t h e i r e v a l u a t i o n s o f th e pr ogr a m ,

o t h e r t wo w a i v e r e d b e t w e e n
negativism.

in a t r a d i t i o n a l
t h e rooms.

room.

very

left on

and teachers

free

responsible,

the b o y s

an d girls,

in this

situation.

beautifully

appearing

and

d o i n g and s e e m e d

to k n o w w h a t to do w h e n c e r t a i n

had been accomplished.
indicated earlier,

p l a c e d on i n d i v i d u a l i z i n g
In a d d i t i o n ,
team work.

to m a k e s u g ­

In o n e p a r t i c u l a r r o o m there w a s

c h i l d r e n w e r e e n j o y i n g w h a t the y w e r e

As

in s ome o f

t h e i r o w n to a c c o m p l i s h

felt very

i n d i v i d u a l w o r k b e i n g d one b y

activities

comfortable

M u c h e m p h a s i s w as p l a c e d on the b a s i c skills,

th ey h a n d l e d t h e m s e l v e s
Th e

felt m o r e

Flexibility was obvious

r e a d i n g and m a t h e m a t i c s .
much

the c l o c k b e c a u s e of t he

i n d i c a t e d sh e

The teams were

t h e i r o w n goals,
gestions.

One

indicated

took up t o o m u c h of the t e a c h e r ' s

a nd t e a c h e r s w e r e b o u n d by

t e a m arrangement.

a n d the

a p p r e h e n s i o n a nd o u t r i g h t

Th e t w o w h o w e r e m o r e n e g a t i v e

that discipline problems
time

four were mos t

a g r e a t deal of e m p h a s i s w a s

the p r o g r a m s

for the s t u d e n t s .

the t e a c h e r s w e r e d o i n g som e g r o u p w o r k
Students were encouraged

to w o r k

b e t t e r s t u d e n t h e l p i n g a s l o w e r st ud e n t .

and

together,

a

S ome of the g r o u p

a c t i v i t i e s w e r e b a s e d on n e e d s a n d some o n int ere s t s .

The

r e s u l t s of the i n d i v i d u a l i z e d p r o g r a m s w e r e v e r y e v i d e n t
in the o l d e r s t u d e n t s .

W h i l e in th e L e a r n i n g Cen ter ,

a

76

f e w o f the o l d e r s t u d e n t s

in the b u i l d i n g c h a t t e d w i t h the

researcher and spoke very enthusiastically
b i l i t y of t h e i r s c h o o l

day and about

w h i c h they e a g e r l y a s s u m e d .
experiences

such

and exchange p r o g r a m s .
in T e a m

the r e s p o n s i b i l i t i e s

In a d d i t i o n to the n o r m a l

as sewing,

On

The

creative

III w e r e p r e p a r i n g to leave

for a n

in some o t h e r s e c t i o n of

students were eagerly

s t a y i n g in the homes

dramatics,

the d a y of the v i s i t a t i o n the

exchange program with students
the state.

flexi­

in the c u r r i c u l u m the s t u d e n t s w e r e e n c o u n t e r i n g

enriching activities

students

a b o u t t he

looking

f o r w a r d to

i n thi s n ew c o m m u n i t y a n d to b e c o m e

i n v o l v e d in t h e i r s c h o o l p r o g r a m .
Available materials,

available

the e n t h u s i a s m of the a d m i n i s t r a t o r ,
of

the t e a c h e r s

all contribute

resource people,

a n d the d e d i c a t i o n

to the s u c c e s s

of

this

program.
School D
School
the

"D"

is a n e w s c h o o l w h i c h w as b u i l t w i t h i n

last t h r e e years,

a n d it also

team-teaching non-graded approach.

is o r g a n i z e d w i t h a
The s c h o o l w a s

part

of a s y s t e m w h i c h has h a d the n o n - g r a d e d p r o g r a m s i n c e
1962.
age

There

are

four t e a m s

level c h i l d r e n in e a c h

focused his attention on
one

in the b u i l d i n g w i t h d i f f e r e n t
team.

the

t e a m c o n s i s t e d of t h r e e

Again

two l o w e r

the

researcher

level t eams.

The

certified teachers and mother

77

he lp e r s ,

a n d the o t h e r t e a m c o n s i s t e d of

te ac h e r s

and mother helpers.

U s u a l l y the

m o t h e r s w o r k i n g all day a n d t h e y serve
period.

However,

fo ur c e r t i f i e d

the t e a c h e r s

al w a y s d e p e n d on the m o t h e r s

teams h a v e

two

for a six-week

indicated that you cannot

being present.

The a d m i n i s ­

t r a t o r of t he b u i l d i n g w a s

a dynamic person who inspires

her teachers

and relaxed atmosphere.

in a f l e x i b l e

The

a d m i n i s t r a t o r w a s a f irm b e l i e v e r in a c h i l d - c e n t e r e d
p r og r a m ,

a n d in turn,

encourages her teachers

to b e

the

same.
Emphasis

is p l a c e d on the

arts and m a t h e m a t i c s .
these a r e a s
then w o r k is

The

two s k i l l

areas,

language

c h i l d r e n are u s u a l l y g r o u p e d in

a c c o r d i n g to a c h i e v e m e n t or s k i l l n e e d s , a n d
individually

assigned

mathematics

the c h i l d r e n w o r k

child plans

a p r o g r a m for the w e e k ,

signed b e t w e e n

on

for e a c h

r e s p o n s i b l e to

time.

If a child,

fulfill

th is

In

a c o n t r a c t basis.

Each

an d a c o n t r a c t is

the c h i l d and the te acher.

t h en

child.

The c h i l d is

c o n t r a c t d u r i n g the

o r a g r o u p of ch ild r e n ,

have

allotted

a particular

n e e d in m a t h e m a t i c s ,

then a s p e c i a l s k i l l s e s s i o n

for those s t u d e n t s .

Other activities

science and

arts are p l a n n e d on an i n t e r e s t basis.

In fact,
afternoon

fine

the s c h o o l h a s a u n i q u e
a week

activities.
p l ay i n g ,

the

children may

Such activities

macrame,

knitting,

is p l a n n e d

in s o c i a l s t u d i e s ,

a r r a n g e m e n t in tha t o n e

choose

from a variety

as d eba te,

typing,

and photography,

of

guitar

are a p p e a l i n g

78
to e l e m e n t a r y

children,

project under

the d i r e c t i o n of a tea c h e r .

is p e r m i t t e d as
bility

o r t h e y m ay w o r k on an i n d i v i d u a l

lon g as t h e

th at g oes w i t h it.

center.

t e a m center,

These

The students

more resource material
st ude nts .

The

All

program.

atmosphere,

a w a r e of the

in the l o w e r

in t h e i r s t a t e m e n t s

They

e n j o y e d the

the

to b e

sc hool.

two teams w e r e

va tions.

the n e x t y e a r

One

Th e s c h o o l is

i d e a that w a s
located near

so i n v o l v e d in

They

felt th ey w e r e

to b e m a k i n g some
stressed was

The

the v i s i t a t i o n .

children

changes

and

rea l i n n o ­

outdoor education.

a s m a l l w o o d e d a rea a n d

f e l t they c o u l d be m a k i n g e x t e n s i v e
re sou rce .

t o the

the r e l a x e d

ju st b e g i n n i n g to mov e in m a k i n g c u r r i c u l a r
hoped within

fact

in the c e n t e r s .

and reactions

flexibility,

a n d the o p p o r t u n i t y

decision-making within

f o r th e

t o g e t h e r to p r e p a r e

l a c k i n g in m a t e r i a l s

seven teachers

most positive

available

and much

c o u l d be h o u s e d in th e c e n t e r

The t e a c h e r s w e r e

sadly

school.

ju st b e i n g e q u i p p e d ,

tea c h e r s w e r e w o r k i n g

for s t u d e n t use.

are also i n v olved

h a d its o w n l e a r n i n g

should be made

mathematics programs which

t h a t they are

in this

o r pod,

ce nte rs w e r e

freedom

c h i l d r e n a c c e p t the r e s p o n s i ­

with decision-making policies
Each

T his

they

use of this n a t u r a l

responded very positively during

It di d n o t s e e m to b o t h e r t h e m to h a v e

v i s i t o r p r e s e n t and they f e l t v e r y

free

a

to chat c a n d i d l y .

79
T h e da y o f

the v i s i t i t w a s n o t e d tha t

w e r e p r e s e n t i n the s a m e

three other visitors

cla ssro oms .

School E
School

"E" w a s m o s t e x c i t i n g a n d p r o v i d e d a v e r y

unusual experience.

It is a P r i m a r y S c h o o l

the n o n - g r a d e d p r o g r a m s i n c e

1959.

The

an d h as h a d

administrator

i n d i c a t e d t h a t they are n o w m o v i n g f r o m the n o n - g r a d e d to
a t o t a l l y i n d i v i d u a l i z e d pr og r a m .
sion,

it w a s

ag r e e d t h a t

However,

in o u r d i s c u s ­

the i n d i v i d u a l i z e d a p p r o a c h was

one m e t h o d of meeting

t h e g o a l s of a n o n - g r a d e d p rog r a m .

The e n t i r e

school was

ali ve;

contagious

throughout

t h e b uil din g.

ar ri v a l ,

a g r o u p of b o y s

o u t to f e e d
to jo in

chickens,
week

a n d girls

th eir l i v e s t o c k

them.

rabbits,

ducks,

a different group of

food,

s e e m e d to be

Upon

the researcher's

from one

room was going

and an i n v i t a t i o n wa s e x t e n d e d

The s c h o o l h a s a c o u r t y a r d t h a t h o u s e s

b i l i t y of c a r i n g for them.
the

excitement

c l e a n the p e n s ,

to any o t h e r needs of

the

and o t h e r a n i m a l
students mus t

life.

Each

a s s u m e the r e s p o n s i ­

The s t u d e n t s m u s t m e a s u r e o u t
put

in f resh b e d d i n g and r e s p o n d

animals.

Needless

to say,

this

is a very e n j o y a b l e p a r t o f the day.
S t u d e n t s are a s s i g n e d to c e r t a i n
b e g i n n i n g of e a c h y e a r a n d are a l l o w e d
groups

as

the n e e d a r i s e s .

another can

take p l a c e

basic textbooks

Movement

at any

time.

groups

to m o v e

from one
The

at the
to o t h e r

g r o u p to

school has adopted

in r e a d i n g a n d m a t h e m a t i c s ;

however,

80

teachers may use

these as t h e y s e e

have

b een p r e p a r e d in bot h o f

have

the o p p o r t u n i t y

of

speed.

T he

o n e p res e n t s

to w o r k

activity

these
on

cards

in s c i e n c e

unstructured manner.
p r o j e c t just o u t s i d e
of

areas

and

cards

t he s t u d e n t s

t h e s e at t h e i r o w n

rate

that each

a c e r t a i n c o n c e p t a n d w h e n a y o u n g s t e r has

to the b a s i c s k i l l area,

activities

Activity

a r e so o r g a n i z e d

m a s t e r e d th at c o n c e p t he m o v e s
tion

fit.

o n to the next.

In a d d i ­

t h e stu d e n t s p a r t i c i p a t e

and s o c i a l

studies,

b u t in a m o r e

O n e g r o u p of s t u d e n t s h a d
th e i r c l a s s r o o m ,

in

a garden

and a n o t h e r g r o u p

students w e r e w o r k i n g o n a p l a y g r o u n d p r o j e c t .

The

s c h o o l has d e v e l o p e d a v e r y e f f e c t i v e o u t d o o r e d u c a t i o n
program.
nature
area,

Since it

trails,

w o o d e d areas,

the s t u d e n t s

r o o m activities

on

a beautiful site with

a n d an o u t d o o r

make use of

as well.

n u m b e r of s t u d e n t s
outside

is l o c a t e d o n

t h e s e in t h e i r

While

The s t a f f
atmosphere within

f rom d i f f e r e n t

t o g e t h e r in t he

rooms w e r e

the c l a s s r o o m ' s

g o i n g on.

opportunity

ro o m ,
the

and working

the

very s t i m u l a t i n g .

with

situation.

studying

job of m a k i n g

r o o m was a l e a r n i n g center,
little

a

shade.

has done a g r e a t

There was

regular class­

v i s i t i n g the s c h o o l ,

t heir c l a s s r o o m r e a d i n g u n d e r a tree,

a number unit

this

classroom

all sorts of

Each

activities

for b o r e d o m in

B a s i c s k i l l s w e r e b e i n g c o v e r e d in each

well integrated with o t h e r

e xp e r i e n c e s .

M a n y of

stude nts w e r e w o r k i n g i n d i v i d u a l l y on t h e i r d i f f e r e n t

81
c o n t r a c t s — some w o r k i n g on m a t h e m a t i c contracts,
others working on science projects
projects.

M o t h e r tutors

individual students,

or s o c i a l

and

studies

a n d o t h e r aides w e r e w o r k i n g w i t h

either in the special

areas

in the

c l a s s r o o m or i n the h all w a y s .
Because

of the i n f o r m a l i t y of the b u i l d i n g ,

conferences with
V i s i t s w i t h the

the i n d i v i d u a l
teachers were

researcher was observing

the p r o g r a m .

f elt this w a s

they hav e h a d t hus
were

free to p l a n

profitable

teachers

are m o s t p o s i t i v e

i n d i c a t e d they

e n j o y i n g school;

extensive

later

in the day.

teaching

car e e r s .

The students w e r e

this w a s e v i d e n t

They

they t h o u g h t w o u l d be

f rom the

into

the b u i l d i n g .

were

g i v e n all s o r t s of r e s p o n s i b i l i t i e s .

show

the p r o j e c t s

their

They

the most rewarding experience

activities whi c h

Children

the

A more

a b o u t the p r o g r a m .

far in t h e i r

for the students.

ca sual.

conducted briefly while

interview was h e l d with three
The teachers

teachers w ere very

the

truly

tim e of e n t r y

felt important because

they

T h e y w a n t e d to

th ey h a d c o m p l e t e d a n d w e r e p r o u d of

accomplishments.

School F
School

"F" w a s

truly

a non-graded school.

p r o g r a m is b a s e d o n a t e a m - t e a c h i n g
of s t u d e n t s

grouped heterogeneously.

r e l a t i v e l y n e w and it w a s

approach with

The
clusters

T h e b u i l d i n g is

a r c h i t e c t u r a l l y d e s i g n e d for

82
this t ype o f program.
contained classrooms,

Each pod could house
if n e c e s s a r y ;

th at w e r e v i s i t e d it w a s
were open

forming one

f our s e l f -

however,

n o t e d t h a t t h r e e of

large section

a n d the

in m o s t p o d s
the areas
f o u r t h wa s

u s e d for t h o s e s t u d e n t s w h o h a d d i f f i c u l t y a d j u s t i n g to
this

typ e of s y s t e m a n d n e e d e d a m o r e

In a d d i t i o n to these

a r e a s , the pod also had a work area

in the c e n t e r a d j o i n e d by
by

s m a l l r o o m s w h i c h c o u l d be u s e d

s m a l l g r o u p s or i n d i v i d u a l s .

chiId-centered.
people

The pr o g r a m was definitely

The teachers were

s e r v i n g as r e s o u r c e

in the c l a s s r o o m i n s t e a d o f p r e s e n t i n g i n f o r m a t i o n

in a f o r m a l way.

P r o g r a m s w e r e d e s i g n e d for i n d i v i d u a l

s t u d e n t s w i t h some of t h e w o r k d one
of

controlled atmosphere.

it d o n e

in g r o u p s i t u a t i o n s .

m e n t s w e r e b a s e d on n e e d s ,

i n d i v i d u a l l y a n d some

Some of the g r o u p

arrange­

therefore providing much

bility.

S o m e of the g r o u p i n g w a s

an d h e r e

it w a s n o t e d t h a t s ome s t u d e n t s w e r e w o r k i n g on a

w o o d w o r k i n g p roj e c t .
of

This was

the c u r r i c u l u m w h i c h

Philosophically,

be

did not stress

however,

a t t e n t i o n on a n e w s k i l l

a c c o r d i n g to i n t e r e s t s ,

especially

this p r o g r a m w as

g r a d e d of all o b s e r v e d ;
its

done

flexi­

the b a s i c sk ills.

probably
one

the m o s t non-

group was

in p h o n i c s ,

i n c o n s i s t e n t w i t h t he p r a c t i c e s

t rue in p h a s e s

which

focusing
appears

d e s c r i b e d above.

to

At

s o m e i n t e r v i e w s r e p o r t e d c r i t i c i s m o f the p r o g r a m f r o m a
vocal group within
have been made

the c o m m u n i t y .

about

the

For example,

lac k o f d i s c i p l i n e ,

comments

because

83
students
messy

a r e n ' t t o l d to st ay in t h e i r seats;

conditions

neatly

in t h e r o o m s , b e c a u s e

a r r a n g e d in row s or g r o u p s ;

a skill program because

about

the se a t s

a r e n 't

a n d a b o u t the

the s t u d e n t s

t he

l a c k of

aren't covering

the

s a me m a t e r i a l .
M o s t of the o b s e r v a t i o n
two

lower or primary

teams.

The

teams

t ime w a s

an d o n e

of the i n t e r m e d i a t e

teachers wer e paired into

the r e l a t i o n s h i p s

spent visiting

good w o r k i n g

a p p e a r e d to b e m o s t p o s i t i v e ,

teams—

conducive

to d r a w i n g o u t the s t r e n g t h s o f e a c h t e a m m e m b e r .

They

felt v e r y p o s i t i v e

talking

about

about

their program,

the s t r o n g p o i n t s .

Nine of

constantly

the t e a c h e r s

in the

p r o g r a m w e r e q u e s t i o n e d a b o u t t h e p r o g r a m a nd no n e g a t i v e
responses were
t h an o t h e r s .

received.

The students wer e

to e a c h other,

and w e r e w i l l i n g

s t o r i e s w i t h me as w e l l as
were made
Again,

So me w e r e m u c h m o r e e n t h u s i a s t i c

visit w i t h

level the

to s h a r e t h e i r c r e a t i v e

interest areas

In

the

r e s e a r c h e r h a d the o p p o r t u n i t y to

students about

their experiences
It w a s

hear a nine-year old talk about his

see

in the r o o m that

to b e c o m e b o r e d .

a p p e a r e d to be v e r y e n t h u s i a s t i c .

a n d be

and responsive

area or their sewing projects.

the c h i l d r e n h a d no o p p o r t u n i t y
intermediate

congenial

their building projects whi c h

in the w o o d - w o r k i n g

t h e r e w e r e so m a n y

very

a b l e to d e f e n d his r e a s o n i n g .

and they

thrilling

to

independent project
It w a s e x c i t i n g

a curriculum that included not only

to

the b a s i c s k i l l

84

a r e a s « but also such experiences

as w o o d w o r k i n g ,

s ewing and knitting,

kite-building,

conservation of w i l d

life,

gardening,

c raf t s ,

f ine arts,

and a strong physical

education

program.
A l l s i x s c h o o l s w h i c h w e r e v i s i t e d c o u l d be
c l a s s i f i e d as n o n - g r a d e d a c c o r d i n g to the d e f i n i t i o n
which was
taken

e s t a b l i s h e d in C h a p t e r I a n d the d e f i n i t i o n s

from literature which were

In t h e

c a s e of

on p a p e r ;

school

however,

l i s t e d in C h a p t e r

" B , “ the d e f i n i t i o n w a s b e a u t i f u l

it w a s n o t i m p l e m e n t e d v e r y e f f e c t i v e l y .

Th e o t h e r s c h o o l s h a d t h e i r p r o g r a m s
h a d e stablished very
"E,M and
degree

students.

flexibility

Schools

"C,"

"D,"

using

the n e e d s of the s t u d e n t s .

"C,"

group

a c c o r d i n g to a b i l i t y

”D,"

"E,"

ability

at all.

and

"F,"

Schools

instructional materials

"B,"

Schools

"E,"

in t h e i r

for s t u d e n t s

to s o m e

"C,"

and

centers which

as r e s o u r c e

"D,"

and

curriculum,

a n d "F," w e r e

than schools

Schools

the

"A" a n d

approaches
"A,"

to

”B , ” a n d

de gree, w h i l e

do n o t g r o u p a c c o r d i n g to

s t a f f e d and serve
"C,"

"E,"

a v a r i e t y of

meet

schools

and choices on

"D,"

their programs more

All schools were

bility

Schools

MF," h a d r e v i s e d t h e i r c u r r i c u l u m to a c e r t a i n

individualizing
"B."

c l e a r l y d e f i n e d a nd

logical procedures.

to a l l o w for som e

part of

II.

centers

"E" h a v e e x c e l l e n t
are a d e q u a t e l y
for st ude n t s .

"F" p r o v i d e
and p r o v i d e

the m o s t

flexi­

an o p p o r t u n i t y

to select certain experiences.

A l l the

85
schools

stress

the b a s i c s ;

however,

a n d m e t h o d of a p p r o a c h v a r i e s m u c h
ot her .

F r o m the s t a n d - p o i n t of

p r o g r a m appears

to b e

the d e g r e e of s t r e s s
f r o m one s c h o o l

the researcher,

to the

School

"E"'s

the m o s t n o n - g r a d e d .
Summary

This
naires,
of

chapter contains

the o b s e r v a t i o n s ,

the

findings o f

the q u e s t i o n ­

a n d the

interviews.

The analysis

the d a t a w e r e p r e s e n t e d in t a b u l a t e d f o r m w h e n p o s s i b l e ,

w i t h no c o n c l u s i o n s

d r a w n at t his

time.

The

findings

from

the o b s e r v a t i o n s

a n d the i n t e r v i e w s w e r e p r e s e n t e d in

narrative

The r e s e a r c h e r t r i e d to be u n b i a s e d in

his

form.

reporting.

From these findings

an d r e c o m m e n d a t i o n s

are prese n t e d

certain conclusions

in the n e x t ch apt er.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

T h e g e n e r a l p u r p o s e of this s t u d y was
a survey
schools

of

curricular practices

to c o n d u c t

in s e l e c t e d e l e m e n t a r y

i n M i c h i g a n t h a t h ave a d o p t e d the n o n - g r a d e d

program.

The

taken pla c e
ch ap t e r .

conclusions

regarding changes which have

and the r e c o m m e n d a t i o n s

The

conclusions,

w h i c h are b a s e d o n the d a t a

s u b m i t t e d b y the r e s p o n d e n t s
the v i s i t a t i o n s ,

are p r e s e n t e d i n this

to the q u e s t i o n n a i r e s ,

are p r e s e n t e d

are b a s e d o n the c o n c l u s i o n s
i n f l u e n c e d b y the e x p e r i e n c e s

first.

an d

The recommendations

as p r e s e n t e d

and are a l s o

a n d the o b s e r v a t i o n s o f

the r e s e a r c h e r .
Conclusions
1.

The m o v e m e n t

t o w a r d n o n - g r a d e d in the s t a t e of

M i c h i g a n h a s b een r a t h e r s l o w in g e t t i n g s t a r t e d a n d at
p resent

t h e r e are n o t m a n y

T h is b e c a m e e v i d e n t w h e n
It w a s

definitely
2.

b u t o ne ,

i d e n t i f i e d as such.

a sam ple w a s b e i n g e s t a b l i s h e d .

d i f f i c u l t to o b t a i n

schools

programs

a list,

o r any i n f o r m a t i o n ,

of

l a b e l e d as n o n - g r a d e d .

It w a s i n t e r e s t i n g to n o t e

an a d m i n i s t r a t o r w as

that,

in all c a s e s

the p e r s o n w h o r e s p o n d e d to

86

87
the q u e s t i o n n a i r e .
responded.

In the one e x c e p t i o n

T h e r e a s o n this

t w o team l e a d e r s

s e e m s w o r t h y o f m e n t i o n i n g is

th at in the l a t t e r p a r t of the q u e s t i o n n a i r e
decision-making most participants
have

dealing with

i n d i c a t e d tha t t e a c h e r s

a m a j o r rol e to p l a y in m a k i n g d e c i s i o n s .

many administrators
within

the system;

feel

that t e a c h e r s

are

Evidently

given a voice

how e v e r , w h e n i n f o r m a t i o n w a s r e q u e s t e d

in any o f f i c i a l m a n n e r ,

it w a s

g e n e r a l l y d o n e by a r e p r e ­

s e n t a t i v e of the s y s t e m w h o h o l d s

an a d m i n i s t r a t i v e

position.
3.

D a t a f r o m the q u e s t i o n n a i r e w o u l d giv e e v i d e n c e

th at the p a r t i c i p a t i n g s c h o o l s
have been successful
w h i c h n o w hav e b o t h

at the p r i m a r y

Intermediate

visited and have

le vel .

Nine s c h o o l s

un its n o n - g r a d e d s t a r t e d w i t h

Primary Uni t and later added
the

feel the n o n - g r a d e d p r o g r a m s

level.

the

the n o n - g r a d e d p r o g r a m at

Two o f

the s c h o o l s w h i c h w e r e

o n l y the P r i m a r y Uni t d o s o b e c a u s e

b u i l d i n g can o n l y h o u s e the P r i m a r y
schools

are p a r t of

a school

program

at the I n t e r m e d i a t e

level.

system that has

B oth of

their
these

a non-graded

l e v e l in o t h e r b u i l d i n g s .

S e v e n t e e n s c h o o l s h a v e the n o n - g r a d e d p r o g r a m at the
Primary

level a nd e l e v e n h a v e

mediate

level.

Two schools have

j u st at the I n t e r m e d i a t e
4.

the p r o g r a m a t the I n t e r ­
the n o n - g r a d e d p r o g r a m

level.

Few participants

defined their non-graded

programs with a description on

the q u e s t i o n n a i r e .

The

88

s i x s c h o o l s v i s i t e d d i d so,
program provides

the

at t h e i r o w n rate,

stating that a n on-graded

flexibility

for s t u d e n t s

u t i l i z i n g m e t h o d s of l e a r n i n g m o s t

appropriate and effective

f o r them.

was provided sixteen participants
w o u l d be s o m e w h e r e b e t w e e n
and Administrative.
comment which was

On

the t w o a p p r o a c h e s ,

q u o t e d in C h a p t e r II.

in educational

circles

Many programs

T a b u l a t i n g the
terminology.

tha t f all u n d e r t h e c a t e g o r y of n o n f r o m e a c h ot her .

F r o m the d a t a c o l l e c t e d it can b e c o n c l u d e d

t h a t there are o n l y

a few c h a n g e s w h i c h h a v e t a k e n p l a c e

in the i n s t r u c t i o n a l ,

m e t h o d o l o g i c a l a nd p h i l o s o p h i c a l

a s p e c t s of t h e p r o g r a m w h i c h m a y be u n i q u e
program.

Even

a d e f i n i t i o n of n o n - g r a d e d is n ot

different

5.

Philosophical

This w o u l d t e n d t o c o n f i r m A n d e r s o n ’s

r e v e a l e d an a m b i g u i t y of

g r a d e d are q u i t e

the s c a l e w h i c h

indicated their definition

questionnaires

cl ear .

to p r o g r e s s

M o s t o f the c h a n g e s w h i c h w e r e

in the n o n - g r a d e d

l i s t e d u n d e r the

i n s t r u c t i o n a l p h a s e of the p r o g r a m c o u l d be u s e d in a
g r a d e d p r o g r a m as well.

Responses

heterogeneously

and homogeneously

programs.

of the s c h o o l s

Many

the b as i c s ,

can be

a p p l i e d in b o t h

i n d i c a t e d t h a t t hey st res s

r e a d i n g and m a t h e m a t i c s ;

schools which were
responses

su ch as g r o u p i n g

fiv e of the si x

v i s i t e d s h o w e d e v i d e n c e of this.

indicated a change

in the c u r r i c u l u m w i t h the

a d d i t i o n of e x p e r i e n c e s

in w o o d w o r k i n g ,

study

t h e s e c o u l d be p r o v i d e d in a

and such.

Ag ain ,

Few

sewing,

nature

89
g r a d e d pr og r a m ;

however,

the

f act t h a t s o m e

b e g i n n i n g to o f f e r som e c h o i c e s
b i l i t y was encouraging.

schools

and to p r o v i d e

The o n e

m u l t i - a g e g r o u p i n g of s t u d e n t s .

are

for f l e x i ­

unique change was
The m e t h o d o l o g i c a l

the
changes

w h i c h w e r e s u g g e s t e d c o u l d be u s e d in e i t h e r p r o g r a m ,

t he

g r a d e d o r the n o n - g r a d e d .

The e m p h a s i s o n the d i s c o v e r y

a p p r o a c h and the m o v e m e n t

toward individualizing programs

wa s e n c o u r a g i n g ,
program.

b u t is n o t u n i q u e

The c o o p e r a t i v e

j ust to the n o n - g r a d e d

teaching arrangements,

such

as

t e a m - t e a c h i n g w o u l d be v e r y e f f e c t i v e in the n o n - g r a d e d
program.
aspect;

The g r e a t e s t c h a n g e
teachers

individuals

is in the p h i l o s o p h i c a l

are b e c o m i n g m o r e a w a r e of c h i l d r e n as

and t h e i r p r o g r a m s

are b e c o m i n g m o r e

child-

c e n t e r e d rat her t h a n s u b j e c t - c e n t e r e d .
6

from the

.

D ata f r o m the q u e s t i o n n a i r e s

i n t e r v i e w s p o i n t e d o u t the

is t h e k e y w o r d in o r d e r
g r a d e d pro g r a m .

The

to i n s u r e

th e s t u d ent s,

lecture

success

flexibility

in the n o n -

t e a c h e r m u s t b e f l e x i b l e w i t h the

c o n t e n t of the c u r r i c u l u m , w i t h
of

fa ct t h a t

and comments

the g r o u p i n g a n d r e g r o u p i n g

a n d w i t h the m e t h o d s o f

a ppr o a c h is b e i n g u s e d

less

to d a y

a p p r oa ch.

The

in the n o n - g r a d e d

p r o g r a m and the r o l e o f the c l a s s r o o m t e a c h e r is c h a n g i n g
f r o m t h a t of a p e r s o n g i v i n g i n f o r m a t i o n t o o ne w h o is
s e r v i n g more as a r e s o u r c e p e r s o n .
the d i s c o v e r y a p p r o a c h m u c h m o r e

The students

today

In t h r e e of the s i x s c h o o l s o b s e r v e d

are u s i n g

than ever before.

the s t u d e n t s a r e n o

90
l o n g e r b e i n g t old h o w t o d o s o m e t h i n g o n e s p e c i f i c way,
rather they were being made

aware

of a n u m b e r o f w a y s of

a p p r o a c h i n g a problem.
7.

There appears

a c c o r d i n g to a b i l i t y
emphasis

to b e

a t r e n d to d o l ess

in t h e n o n - g r a d e d p r o g r a m s

grouping

and m o r e

on i n d i v i d u a l i z i n g the p r o g r a m s of s t u d e n t s .

M a n y of t h e

respondents

s t r e s s e d the fact t h a t

individ u a l i z i n g their programs,
mathematics.

especially

in

the y w e r e
r e a d i n g a nd

A c h i e v e m e n t g r o u p i n g is us ed m o r e

than

I n t e r e s t g r o u p i n g in t h e s c h o o l s w h i c h r e s p o n d e d to the
questionnaire.
were using
areas o f

Interest g r o u p i n g

.

Th e m a j o r i t y o f

teacher aides

ists,

the s c h o o l s w h i c h w e r e
to a g r e a t e x t e n t

visited
in c e r t a i n

their curriculum.
8

addition

Ho we v e r ,

responding

feel

that

are v a l u a b l e in a n o n - g r a d e d p r o g r a m .

to t e a c h e r aid es,

librarians,

play a v e r y

t hose

school

important

other personnel such

social workers

In

as s p e c i a l ­

an d i n t e r n

teachers

r o l e in m e e t i n g the o b j e c t i v e s of

the p r o g r a m .
9.
teachers

The r e s p o n d e n t s

s h o u l d h ave s o m e

a n o n - g r a d e d program.
to the q u e s t i o n n a i r e s
concerns

also indicated that prospective

specific

t r a i n i n g in w o r k i n g in

It w a s e v i d e n t f r o m the
and interviews

tha t the

s h o u l d be s t r e s s e d in the p r e - s e r v i c e
a.

cal a p p r o a c h
sympathy with

Teachers

responses
following
pro gra m:

s h o u l d be aware of t h e p h i l o

to the n o n - g r a d e d p r o g r a m and s h o u l d b e in
it.

91
b.

Teachers

s h o u l d h a v e s ome e x p e r i e n c e in

g r o u p dynamics.
c.

Teachers should know something about

Individualized instruction.
d.
of

Teachers

s h o u l d be a w a r e of the i m p o r t a n c e

f l e x i b i l i t y in a l l areas o f
e.

Teachers

this pr ogr am.

s h o u l d h a v e an o p p o r t u n i t y to

see a n o n - g r a d e d p r o g r a m in action.
f.

Teachers

keeping processes,

with

s h o u l d be

techniques

and then p r e s cribing programs

familiar with record
in d i a g n o s i n g p r o b l e m s ,

for those s t u d e n t s h a v i n g

difficulties.
10.
roles

F r o m t a b l e 9 in C h a p t e r IV d e a l i n g w i t h

of the t e a c h e r

a n d the a d m i n i s t r a t o r in d e c i s i o n ­

m a k i n g r e s p o n s i b i l i t i e s , it can b e
t e a c h e r p l a y s an i m p o r t a n t role.
that teachers

should be

actively

in all of the a r e a s w h i c h w e r e
11.

From

large m a j o r i t y of
programs

the

atmosphere provides
ever,

the

is a k e y

indicated

i n v o l v e d in m a k i n g d e c i s i o n s

l i s t e d in the q u e s t i o n n a i r e .
it w a s o b s e r v e d

that a

t e a c h i n g in n o n - g r a d e d

about t h e i r e x p e r i e n c e s .
an o p p o r t u n i t y

The

for f l e x i b i l i t y .

relaxed
How­

l e a d e r s h i p a n d e n t h u s i a s m of the a d m i n i s t r a t o r
fa c t o r in p r o d u c i n g e x c i t e m e n t in the t e a c h e r s .

12.
this

t eac h e r s

c o n c l u d e d t h a t the
All participants

the v i s i t a t i o n s

are e x c i t e d

the

The v i s i t a t i o n s

c o n c l usi on:

to the six s c h o o l s e s t a b l i s h e d

graded superstructure,

graded content.

92
graded textbooks,
are b e i n g

graded standards,

replaced with

planned programs,

l evel s,

and graded nomenclature

groups,

and experiences

multi-texts,

for i n d i v i d u a l

student

growth.
13.

It c a n b e c o n c l u d e d f r o m the o b s e r v a t i o n s

an d i n t e r v i e w s t h a t s o m e s c h o o l s h a d a t e n d e n c y
the m e a n s

of r e a c h i n g the n o n - g r a d e d o b j e c t i v e

in t h e m s e l v e s ,

therefore,

to a c c e p t
as t h e e n d s

l o s i n g si g h t o f the o v e r a l l

o b j e c t i v e of a n o n - g r a d e d pro g r a m .
Recommendations
The recommendations
b a s e d up on

the d a t a p r e s e n t e d in the

o b s e r v a t i o n s of the
related

f r o m the

T he

Therefore

f i n d i n g s , a n d the

The recommendations

t e r m n o n - g r a d e d seems

responses

s e c t i o n are

r e s e a r c h e r and the r e v i e w of the

l i t e ra tur e.
1.

g i v e n in this

are as follows:

to b e a m b i g u o u s ,

to the q u e s t i o n n a i r e

and interviews.

it is r e c o m m e n d e d t h a t e d u c a t o r s d e f i n e

their

terminology more specifically.
2.

The c o n c l u s i o n s

the v i s i t a t i o n s
have

verify

t a k e n p l a c e in

the

f r o m the q u e s t i o n n a i r e s
fact that v e r y

variety of experiences

critical

few c h a n g e s

the c u r r i c u l u m of n o n - g r a d e d p r o g r a m s .

So me s c h o o l s h a v e b r o a d e n e d the

students.

c u r r i c u l u m to i n c l u d e a

a n d to p r o v i d e a c h o i c e

It is r e c o m m e n d e d t h a t e d u c a t o r s
lo ok at the

and

curriculum,

for

take a

particularly

the c o n t e n t

93

areas,

to see

would make
3.
w i t h s ome

if i n n o v a t i o n s

c o u l d be i n t r o d u c e d w h i c h

the non-graded p r o g r a m truly u n i q u e .
M e t h o d s of t e a c h i n g vary in n o n - g r a d e d p r o g r a m s ,
schools

using s p e c i f i c t e c h n i q u e s

and others

us i n g a c o m b i n a t i o n of d i f f e r e n t p r o c e d u r e s .
to the q u e s t i o n n a i r e

and th e o b s e r v a t i o n s

there is an e m p h a s i s p l a c e d o n
for the child.

indic a t e d that

individualizing instruction

This a p p r o a c h w o u l d a p p e a r

t o b e in line

w i t h the d e f i n i t i o n of n o n - g r a d e d w h i c h w a s
study:

"a c o n c e p t w h i c h p r o v i d e s

permits

continuous progress

of e ach

child."
4.

Educators should

M o s t of t h e

h a v e b e e n u s e d a n d are b e i n g

u s e d in this

the f l e x i b i l i t y

continue

to e x p e r i m e n t w i t h

techniques

to the n o n -

used presently

u s e d in m a n y g r a d e d p r o g r a m s .

D i s c o v e r y o f n e w and e f f e c t i v e

techniques

and a willingness

to e x p e r i m e n t w i t h t h e m s h o u l d be a c h a l l e n g e
i n v o l v e d in the
5.

units,

and any

flexible means

for t h o s e

field of e d u c a t i o n .

Schools adopting

be e n c o u r a g e d

that

a n d a t t e n t i o n to the n e e d s

n e w t e a c h i n g t e c h n i q u e s w h i c h m a y be u n i q u e
graded program.

The responses

the n o n - g r a d e d c o n c e p t s h o u l d

to use m u l t i - t e x t s ,

vi s u a l a n d a u d i o aids,

other materials which will provide
of a l l o w i n g c h i l d r e n to p r o g r e s s

a

at t h e i r

own r a t e .
6

.

T h o s e s cho ols

using teacher-aides have

t h e m to be m o s t e f f e c t i v e a n d a c o n t r i b u t i n g

found

f a c t o r to the

94
s u c c e s s of th e i r p r o g r a m .

Therefore

schools continue

the p o s s i b i l i t y of u s i n g p a r a -

professionals

to p u r s u e

in the n o n - g r a d e d p r o g r a m .

7.

Participants

suggestions
personnel,
workiny

for p r e - s e r v i c e
both

in the s t u d y w e r e a s k e d to give

and i n - s e r v i c e

c e r t i f i e d te ac h e r s

in a n o n - g r a d e d program.

tions, w h i c h

it is r e c o m m e n d e d that

for

and teacher— a i d e s ,
The next

are b a s e d on the r e s p o n s e s ,

have particular significance

training

few r e c o m m e n d a ­

of the p a r t i c i p a n t s

for r e p r e s e n t a t i v e s o f t e a c h e r -

education institutions.
a.
a c q u a i n t the

Teacher-education

teachers with

the n o n - g r a d e d p r o g r a m .
look at t h e s e p r o g r a m s
aspect.
used

Students

in t e a c h i n g

u s e d and

must

innovative programs

Stu d e n t s
ca r e f u l l y ,

should
suc h as

s h o u l d be c h a l l e n g e d to
studying every phase

s h o u l d u n d e r s t a n d the p r o g r a m ,
in s u c h a pr ogram,

and

the m e t h o d s

t he m a t e r i a l s w h i c h are

the m a n n e r of e v a l u a t i o n s .
b.

children,

institutions

their

E d u c ators must become m o r e concerned about
needs,

interests and capabilities.

s t r e n g t h e n t h e i r e f f o r t s to a s s i s t p r o s p e c t i v e

to see c h i l d r e n as
twenty-five or
c.
lop special

individuals,

rather

They
teachers

t h a n as g r o u p s of

thirty.
Teacher-education

programs

institutions

should dev e ­

to p r e p a r e i n d i v i d u a l s w h o w i s h to

p a r t i c i p a t e as t e a c h e r

aides

in p a r a - p r o f e s s i o n a l .

95
d.
vide

Teacher-education institutions

should pr o ­

some e x p e r i e n c e s w i t h i n t h e s t u d e n t t e a c h i n g p r o g r a m

in w h i c h the s t u d e n t s a r e i n v o l v e d
T h e r e s p o n s i b i l i t i e s of t e a c h e r s
classrooms.

T h e y a re

suggesting ways

in " d e c i s i o n - m a k i n g r o l e s . "

n o w go far b e y o n d t h e i r

i n v o l v e d in d e t e r m i n i n g goals,

to g r o u p s t u d e n t s ,

and

own

in

in e v a l u a t i n g t he

t o t a l program.
e.

T e a c h e r - e d u c a t i o n i n s t i t u t i o n s c o u l d and

s h o u l d be p r o v i d i n g l e a d e r s h i p t h r o u g h p r e - s e r v i c e and inservice training
new programs
8

was

for t e a c h e r s w h o are e x p e r i m e n t i n g w i t h

in t h e

.

field*
This

study was

l i m i t e d to t h e e x t e n t th at it

a survey of curricular practices

schools
cept.
made

in M i c h i g a n that h a v e

a d o p t e d the n o n - g r a d e d c o n ­

The r e s e a r c h e r f eels t h a t
u s i n g thi s

topics

as a basis.

suc h as the
a.

in s e l e c t e d e l e m e n t a r y

further studies

could be

C o n t i n u i n g r e s e a r c h on r e l a t e d

f o l l o w i n g are r e c o m m e n d e d :

An in-depth

study

s p e c i f i c are a of the c u r r i c u l u m ,

could be done

in any

or a s p e c i f i c p r o c e d u r e

or m e t h o d of t e a c h i n g in the n o n - g r a d e d p r o g r a m .
b.

A stu dy of

the

learning be h a v i o r patterns

s h o w n in l a t e r y e a r s by a g r o u p of s t u d e n t s w h o w e r e p a r t
o f an i n d i v i d u a l i z e d p r o g r a m in the P r i m a r y U n i t c o u l d
be

v ery r e v e a l i n g .
c.

A

c o m p a r i s o n m i g h t a l s o be m a d e b e t w e e n

non-graded programs

and the o p e n - c l a s s r o o m p r o g r a m s w h i c h

are b e c o m i n g p o p u l a r on the e d u c a t i o n a l

scene

today.

96
These

few suggestions

are m a n y id eas w h i c h

are n o t a l l - i n c l u s i v e ;

there

c o u l d g e n e r a t e f r o m this study.
Summary

Th is s t u d y w as
to d e t e r m i n e
taken place
mentary

d e s i g n e d as

the e x t e n t a nd n a t u r e

implications
of e l e m e n t a r y

in M i c h i g a n

teachers

that have
to

o n the p r e p a r a t i o n

a n d o t h e r p e r s o n n e l i n v o l v e d in
The

the s c h o o l s

few c h a n g e s

in c u r r i c u l u m
reported.

Recom­

t hat h a v e a d o p t e d the n o n - g r a d e d

p r o g r a m a n d to t h o s e w h o are

made

that have

in s e l e c t e d e l e ­

taken place have bee n

p r o g r a m h a v e b e e n made.

survey

a n d to f u r t h e r d e t e r m i n e w h a t

these changes might have

the n o n - g r a d e d p r o g r a m s .

mendations

of c h a n g e s

in the c u r r i c u l a r p r a c t i c e s

schools

practices

a descriptive

c o n s i d e r i n g a d o p t i n g the

Recommendations have

to t e a c h e r - e d u c a t i o n i n s t i t u t i o n s

c o n c l u s i o n s of t hi s study.

also been

as a r e s u l t of the

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97

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Ingram,

V ivi a n .
" F l i n t E v a l u a t e s Its P r i m a r y C y c l e . "
The
E l e m e n t a r y S ch o o l J o u r n a l , Vol. LXI, No. 2 (November,
1960) r pp. 76-80.

Jones,

C h a r l e s J., a n d Moo r e , Wi lli a m .
"A C o m p a r i s o n of
P u p i l A c h i e v e m e n t A f t e r O n e and O n e - H a l f Y e a r s in
N o n - G r a d e d P r o g r a m s ."
J o u r n a l of E d u c a t i o n a l
R e s e a r c h , Vol. LXI, N o . ~ 2 ( O c t o b e r , 19 6 V) , pp. 75T T --------

100
Lewin,

David.
"Go S l o w o n N o n - G r a d i n g . "
The Elementary
S c h o o l J o u r n a l , Vol. L X I I I , No. 3 {December, 1^66),

pp.
Lindsey,

131-134'.—

J a m e s F.
"Non-Graded Programs:
W h i c h O ne."
E l e m e n t a r y S c h o o l J o u r n a l , Vol. L X V I I I , No. 2
( N o v e m b e r , 1^6 7), p p . 61-72.

M c L o u g h l i n , W i l l i a m P.
Delta Kappan.

" P h a n t o m N o n —G r a d e d S c h o o l . "
(January, 1968), pp. 248-50.

M c L o u g h l i n , W i l l i a m P.
" I n d i v i d u a l i z a t i o n of
vs. N o n - G r a d i n g . "
Phi D e l t a K a p p a n .
1972), pp. 37 8- 3 8 1 .

Phi

Instruction
(February,

Sister M a r y Alice— R.S.M.
"Administration of Non-Graded
Schools."
T h e E l e m e n t a r y S c h o o l J o u r n a l , Vol. LXI,
No. 3 (1969), pp. 1 4 8 - l b l .
S k ap s k i ,

M a r y K.
"Ungraded Primary Reading Programs:
An
Objective Evaluation." Elementary School Journal,
Vo l. LXI, No. 1 (October^ 1960^, pp. 41-45.

Ye ager,

J o h n and Wa ng, M a r g a r e t .
"Evaluation Under Individ­
ualized Instruction."
Elementary School Journal,
V o l. LXXI, No. 1
(May, 1971), pp. 44 8-4 51.
Reports

A n d e r s o n , Robert.
Abstract,
Realistic L e a r n i n g .

Humanizing Instruction
N o v e m b e r 9, 19 71.

for

C r a n d e l l , Edwin.
"A C o m p a r i s o n o f the E f f e c t s of NonG r a d e d , M u l t i - A g e , T e a m - T e a c h i n g V e r s u s the
M o d i f i e d S e l f - C o n t a i n e d C l a s s r o o m at t h e E l e m e n t a r y
School Level."
Research R e p o r t .
(December, 1970)
Grand Blanc Community S c h o o l s .
District of Grand Haven, Board of Education.
"Non-Graded
Program--One Year Evaluation."
G r a n d Haven,
A p r i l , 196 6 .
D i s t r i c t of G r a n d H a v e n , B o a r d of E d u c a t i o n .
"The NonGraded P r o g r a m — Bignell and Peach Plains Schools."
G r a n d Haven, 196 5.
District of Grand Rapids, Board of Education.
"Report of
P r i n c i pal s' S t u d y G r o u p o n P r i m a r y C y c l e . "
Grand
Ra pid s, O c t o b e r , 196 5.

101
D i s t r i c t of G r a n d Ra pids, B o a r d of E d u c a t i o n .
Handbook Continuous Progress Program."
Rapids, 1968.

"Teacher's
Grand

D i s t r i c t of G r a n d Ra pid s, B o a r d of E d u c a t i o n .
a n d the C o n t i n u o u s P r o g r e s s P r o g r a m . "
1968.

"Your Child
G r a n d Rapids,

D i s t r i c t of H o l l a n d , B o a r d of E d u c a t i o n .
"The N o n - G r a d e d
Elementary School."
H o l l a n d , 196 8 .
D i s t r i c t of M u s k e g o n , B o a r d o f E d u c a t i o n .
"An E v a l u a t i o n
of the C o n t i n u o u s P r o g r e s s P r o g r a m in the B u n k e r
Primary School."
M u s k e g o n , 196 3.
Pino,

Edward.
Conference R e p o r t — Introduction of New
O r g anizational Patterns in~Staffing and C u r r i c u l u m .
N e w Y o r k , N o v e m b e r , I97TI

U r de,

M i c h a e l A., a n d No r r i s , Ra ymond.
"A S t u d y o f C h i l d r e n
R e t a i n e d In N o n - G r a d e d P r i m a r y P r o g r a m . " P r o f e s s i o n a l
Paper, J o h n F. K e n n e d y C en t e r , P e a b o d y C o l l e g e ,
Nashville, Tennessee.

APPENDICES

102

APPENDIX A
QUESTIONNAIRE

103

QUESTIONNAIRE
BASIC INFORMATION:
1.

Narae of Elementary School

2.

Name of School System

3.

Wane of Person Respondin'*_________________________________________________________
Position:

(please chec!;)

C lassroom Teacher
P rincipal
Elementary Coordinator
Other (indicate what position)

A.

If your school is no longer non-graded,
is no longer non-graded.

please check and briefly explain why

c

(If you answered number A, it is not necessary to complete the questionnaire
however, please return the questionnaire.)
5.

Or gani za ti on a1 pattern of non-graded school

(please check)

□

□

□

□

Primary
Unit

Intermediate
Unit

Both
Units

Other

If you checked "other1' please explain:

G.

Please indicate when you started
Primary Unit; ______

the non-graded

program:

Year

Intermediate Unit; ____________ Year
Other_______ _________ ______________

____________ Year

CURRICULUM P R A C T I C E S :
1.

Describe what you mean by non-graded as the concept applies to your school. A
a starting point, would you please indicate where your definition would fall
the following scale:

Philosophical
Approach

|__________ ,_________
*
'

■________ i___________ t
'
I

Administrative
Approach

Whai: basic instructional, methodological, and philosophical changes have occured from your former graded program to the present non-graded program?
Please list.
(Respondents are not limited to the example provided and are
encouraged to describe the program as they see it.)
a.

Ins tructlonal

(example - ability grouping, content of program, etc.)

1.
2.
3.
4.

b-

Methodological

(example - discovery approach,

lecture, etc.)

1.
2

.

3.
4.

c*

Philosophical

(example - child centered, experience centered, etc.)

1.
2.
3.

4.
How structured is the curriculum of the non-gracJcd school?
scale and explain briefly.

Indicate on the

Very
I____________1_________ I___________ J___________ I Very
Structured '
'
‘
•
IFlexible

-3-

4.

Indicate on the scales below the degree to which you use each of the f o l ­
lowing procedures:
Not
at
All

Ability
Grouping:

Very |_
Muc h I"

Interest
Grouping:

Very
Mu c h

Achievement
Grouping

Very
Ijuch

Not
at
All

Individualized
Basis:

Very
Much

Not
at
All

Very I
Much t"

Not
at
All

Very
Much

Not
at
All

Not
I

at
I All

Other:
(indicate)

I

Not

Very )
Mu c h *

.

at
A1 1

STAFF D E V E L O P M E N T :
la.

A r e all a d u l t s
q u i r e d to h o l d

i n v o l v e d in the i n s t r u c t i o n a l a s p e c t
a Michigan teaching certificate:

of

Yes
No
If the

answer

is no,

please explain.

106

y our

prograii r e ­

Arc teacher aides involved in your non-graded program:
Yes
No
please list the titles of any other personnel you night have working in
the program;

1.
2.
3.
Ifhat special pre-service training should a certified teacher have to teac
in a non-graded protean?
(please list)

1.
2.
3.

4.
If teacher aides are involved in your program, what special training nhou',
they have?
(please list)
1*

2.
3.

4.

To vjhat degree are teachers and administrators involved in the decision r.ial<
ing process in the following areas;
a.

determining course content:
Teacher:

OX

/idtninis tr at or:

07.

100X

+
+“

b.

determining learning experiences

1007:

for students:

Teacher:

OX

I00X

Administrator:

OX

100X

determining grouping of students:
Teacher:

OX

Admin i s t r a t o r :

OX

100X

I-

10ox

-5d.

determining effective teaching method procedure:
Teacher:

0%

Adminis trator:

07.

4
4

1007.

4
4

1007.

determining prograri goals:

07,

Teacher:

4

Ad min i s t r a t o r :
f.

or.

1007.

4

y

1007.

!“

determining evaluation techniques:
Teacher :

07.

A dm ini st rat or:

07.

______

4

1007.

+

1007.

determining perfornance ob ject ive s:

h.

Teacher:

07,

+

Admin istralor:

07.

4

4

4
4

1007.
1007.

determining the effectiveness of the non-graded program:
Teacher:

07.

h
Ad mi ni st rato r:

07.
F

4
4

4

4
4

1007.
1007.

determining the schedule of classroom activities:

07,

Teacher:
Ad mini st ra to r:
determining

07.

1007.

4

4-

4

4

1007.

the placement of students:

Teacher:

07.

Administrator:

07.

1007.

4

1007.
4

Thank you for re sponding , please return the qucstionnaire
lop o n eloscd .
Lamont Dirkse

108

immediately in the on-

APPENDIX

B

LETTER WITH QUESTIONNAIRE

109

1365 H e a t h e r D r i v e
Ho l l a n d , M i c h i g a n 49423
M a r c h 17, 1972

De ar Sir:
"Change" h a s b e e n a k e y w o r d w i t h e d u c a t o r s for s o m e
time, p a r t i c u l a r l y as sch ool s y s t e m s a d o p t n e w o r g a n i z a t i o n a l
patterns.
W i t h i n t h e last two d e c a d e s m a n y s cho ols in
M i c h i g a n h a v e a d o p t e d the n o n - g r a d e d c onc e p t .
I should
like to i nvi te y o u to p a r t i c i p a t e in a st u d y , on the s t a t e
level, w h i c h f o c u s e s o n c h a n g e s in c u r r i c u l u m p r a c t i c e s for
the n o n - g r a d e d s c h o o l s .
I a m c o n d u c t i n g this s t u d y as p a r t i a l f u l f i l l m e n t
of m y r e q u i r e m e n t for the Ed.D, d e g r e e at M i c h i g a n S t a t e
University.
As C h a i r m a n of the D e p a r t m e n t o f E d u c a t i o n at
Ho pe C o l l e g e , in H o l l a n d , M i c h i g a n , I a m v e r y m u c h c o n c e r n e d
ab o u t p r o g r a m s in the schools, e s p e c i a l l y t h o s e w h i c h are
non-traditional.
I am als o a w a r e o f the r e s p o n s i b i l i t y
p l a c e d u p o n us as t e a c h e r e d u c a t o r s to t r a i n p r o s p e c t i v e
t e a c h e r s to w o r k e f f e c t i v e l y in t h e s e p r o g r a m s .
Therefore,
the f i n d i n g s of this study w i l l be u s e d as a b a s i s for
r e c o m m e n d a t i o n of n e e d e d ch anges in t e a c h e r e d u c a t i o n
programs.
Ti me is of the ess en c e , a n d I r e a l i z e h o w b u s y y o u
are; h o w e v e r , I s i n c e r e l y hop e tha t y o u w i l l r e s p o n d to
the e n c l o s e d q u e s t i o n n a i r e w h i c h in turn w i l l c o n t r i b u t e
to th e i m p r o v e m e n t of edu cat i o n .
If y o u s h o u l d like to h a v e a s u m m a r y of the f i n d i n g s
of this study, I w o u l d be h a p p y to s e n d y o u the i n f o r m a t i o n .
P l e a s e a c c e p t my sin c e r e th a n k s for y o u r c o o p e r a t i o n
and
Ie a g e r l y look f o r w a r d to r e c e i v i n g y o u r q u e s t i o n n a i r e
w i t h i n a few days.
Sincerely,

Lamont Di r k s e ,
Enclosure

110

APPENDIX C
SECOND LETT E R WITH QUESTIONNAIRE

111

1365 Heather Drive
Holland, Michigan 49423
April 5, 1972

Dear Sir:
Many r et urn s have been received to date; however, I would
appreciate having your response included in my survey.
Per­
haps this has been an oversight on your part because of your busy
schedule, or the original questionnaire may have been misplaced.
If you wou ld be willing to participate, I wo ul d be extremely
gra te fu 1.
Sincerely yours

La mon t Dirkse

112

APPENDIX D
Q U E S T I O N N A I R E F O R TH E I N T E R V I E W S

113

SUGGESTED QUESTIONS F O R THE INTERVIEWS
A.

Administrators:
1.

W h a t t y p e of a w r i t t e n s t a t e m e n t d o y o u h a v e
identifying your program?
Is it a v a i l a b l e to
r e v i e w for this s t u d y ?
H o w m u c h e m p h a s i s is p l a c e d on i n d i v i d u a l i z a ­
t i o n in y o u r p r o g r a m ?

B.

3.

W h a t n e w l e a r n i n g e x p e r i e n c e s h a v e y o u a d d e d to the
c u r r i c u l u m s i n c e y o u h a v e a d o p t e d the n o n - g r a d e d
program?

4.

H o w is

5.

W h a t m a t e r i a l s are a v a i l a b l e for the t e a c h e r s
u s e to h e l p m e e t the n e e d s of the s t u d e n t s ?

6.

What

are the

int o the p r o g r a m ?

r e a c t i o n s of p a r e n t s

to

to this p r o g r a m ?

T eac hers:
1.

C.

flexibility built

Ho w has y o u r rol e as a t e a c h e r c h a n g e d s i n c e y o u ' v e
a d o p t e d the n o n - g r a d e d p r o g r a m ?

2.

H ow

flexible

can y o u be in y o u r p l a n n i n g ?

3.

Do y o u h a v e a d e q u a t e m a t e r i a l s a v a i l a b l e t o ca rry
out such a program effectively?
W h a t a r e some of
the m a t e r i a l s y o u use?

4.

H ow

5.

Did y o u h a v e a d e q u a t e
in th is p r o g r a m ?

are y o u i n v o l v e d in the d e c i s i o n m a k i n g

t r a i n i n g to w o r k e f f e c t i v e l y

S tud ents:
1.

W h a t do y o u

2.

What are
school?

role?

like a b o u t s c h o o l ?

some of the th i n g s y o u are d o i n g in

114