Date of Award
Master of Science
Master of Education
Perhaps the single most important fact that has been revealed by educational measurement, as far as instruction is concerned, is the wide range of individual differences in achievement and intelligence among students of any class in our schools. The schools have tried many ways of organizing classes to accommodate the wide range and variety of individual differences known to exist among pupils. In the ungraded school, the content of the instructional program is determined by the difficulty of the subject matter and the student's ability to cope with it. Instructional materials are varied to match the spread of individual differences within the instructional group, and students move upward according to their readiness to proceed. The ungraded school Is characterized by concern for the individual and all individuals. The first function of the school is to develop the unique potentialities of all students. This focus on the learner does not deny the place of subject matter. Knowledge and skills are needed and used for developing the maximum potential of the learner, but a body of subject matter to be covered is not rigidly prescribed in the ungraded school.
Statement of the problem
The purpose of this study was (1) to determine the value of the ungraded pattern of school organization for the elementary school level; (2) to determine the extent to which the ungraded elementary school method of organization existed in a select group of school districts In Texas; (3) to determine the length of the period in which the plan has been utilized; and (U-) to determine any advantages or disadvantages which appeared to be associated with this plan.
Carl C, Weems
Naomi P. Thomas
Naomi P. Thomas
Gazella W. Booth
Prairie View Agriculture and Mechanical College
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Date of Digitization
John B Coleman Library
City of Publication
Boyer, H. S. (1964). A Study Of The Ungraded Pattern Of Elementary School Organization In A Select Group Of Texas Elementary Schools. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/487