Nongraded Schools - Brief Definition, Development of Graded Education, Search for Other Models, Research Findings This entry will seek to identify and clarify the opposite of graded schools, for which the term nongraded schools is used. Although there are secondary schools that also seek to develop nongraded structures, the primary beneficiaries of the arrangement are children at the elementary school level.
混齡學校 - 簡短定義，分級教學的發展，搜尋其他模型，研究發現，此項目將尋求確定和澄清分級學校的對立面，用於術語非分級( nongraded )學校。雖然有中學，也尋求發展非分級( nongraded )結構，安排的主要受益者是孩子在小學水平。
Brief Definition
簡要定義
Briefly, nongradedness is defined in terms of respect for, and optimism about, individual differences. It calls for the provision of a pleasurable, challenging, and rewarding learning atmosphere where there are maximum opportunities for productive interaction between the learners. Within a nongraded setting the curriculum is both integrated and flexible. Similarly the timetable for the academic progress of each unique child is flexible. The learning of facts, although important, is recognized as subordinate to the mastery of concepts and methods of inquiry. The assessment of students is holistic and individualized, and evaluation is continuous, comprehensive, and diagnostic. The entire program within the nongraded setting, especially if there is a team of teachers involved, is more under the control of the teacher(s) than is the case in grade-structured situations. Research and experience generally support the conclusion that pupils in nongraded settings work harder, albeit more comfortably, and achieve more and better results than graded students do. There is also rather strong research evidence that children in nongraded settings enjoy better physical and emotional health.
簡言之，混齡教學( non-gradedness )被定義在尊重，持樂觀態度，個體差異。
它要求提供一個愉快，挑戰和獎勵的學習氛圍，那裡有最大的機會，學習者之間富有成效的互動。
在分選差的設置，課程是集成和靈活。
同樣，每個唯一的孩子的學業進展的時間表是靈活的。學習的事實，但重要的是，被確認為下屬掌握查詢的概念和方法。
評估學生全面和個性化的，連續的，全面的，診斷和評估。
整個程序內選差設置，尤其是如果有一個涉及教師隊伍，更多的是在老師的控制下（次）的情況相比，在等級結構的情況下。
研究和經驗，一般在選差的設置，學生的工作更難了，雖然更舒適，並達到比分級學生做更多和更好的結果支持這樣的結論。
也有相當強的研究證據表明，選差的設置兒童享受更好的身體和情感健康。
Read more: Nongraded Schools - Brief Definition, Development of Graded Education, Search for Other Models, Research Findings - Elementary, Nongradedness, Teachers, and Teacher - StateUniversity.com http://education.stateuniversity.com/pages/2297/Nongraded-Schools.html#ixzz2bMXu2E5P
Development of Graded Education
分級教育的發展
Graded education was introduced and developed during the years 1848 to 1870, beginning with the Quincy Grammar School in Boston. The Quincy school came into being largely to provide a manageable school organization at a time when schooling in expanding cities became a much larger enterprise than had existed in the familiar one-room school serving pupils of multiple ages. It also grew out of assumptions that undergirded and made possible efforts toward universal education. Because little was known or believed in those years about stages of human development and the unevenness of readiness within age groups, the assumption was made that students may logically be grouped together by age, or actually within a twelve-month span, and taught a specific and common body of skills and subject matter.
Well into the twentieth century, the patterns of fairly rigid gradedness, with attendant nonpromotion/promotion practices, launched at the Quincy school became, in effect, universal. All the same, at that point in social history the system was in fact a significant and creative advance, appropriate to the assumptions and perceptions involved. The teachers were usually quite uneducated and insufficiently trained, and therefore there evolved the system of requiring them to master only a one-year segment of the educational program. In this way, a form of primitive specialization occurred. There was also a pattern of very strict supervision by the employers.
引入了分級教學和開發期間年1848到1870年，開始在波士頓昆西文法學校。
昆西學校應運而生，主要是提供一個可管理的學校組織的時候在擴大城市成為一個更大的企業比存在多個年齡段的學生提供服務，在熟悉的一間教室的學校教育。
它還增長假設undergirded走向普及教育，並提出可能的努力。
因為很少有人知道或相信在這些年關於人類發展和不均勻的年齡組內準備階段，假設學生可以在邏輯上被組合在一起，按年齡，或實際上在12個月中，教一個特定和常見的身體技能和題材。
那麼進入20世紀，相當的剛性gradedness，伴隨nonpromotion/推廣的做法，推出昆西學校的模式，實際上成為普遍的。
一樣，在這一點上在社會歷史中的系統實際上是一個重大和創造性的推進，適當的假設和看法。
教師們通常是相當沒有受過教育和訓練不足，因此有進化的系統，要求他們只掌握一個為期一年的教育程序段。
以這種方式，原始專業化的一種形式發生。
由用人單位也有一個非常嚴格的監督格局。
Read more: Nongraded Schools - Brief Definition, Development of Graded Education, Search for Other Models, Research Findings - Elementary, Nongradedness, Teachers, and Teacher - StateUniversity.com http://education.stateuniversity.com/pages/2297/Nongraded-Schools.html#ixzz2bO7kiql4
Search for Other Models
Before long, the disadvantages of the graded system's rigidity had become apparent, and by the end of the nineteenth century there were various efforts to create different schooling models and achieve greater flexibility. These efforts continued well into the twentieth century, handicapped to some extent by the publishing industry's success in producing agegraded textbook series that made it easier for teachers to manage their work. In the same period, socalled normal schools and later, colleges, produced teachers whose preparation assumed that each would work alone in a self-contained classroom and, except for those in smaller multigraded schools, with materials deemed suitable for one age-group of children.
Along with the search for more appropriate, flexible, and child-oriented arrangements to replace the entrenched gradedness, several influential and helpful developments occurred. Progressive education was very likely the most dramatic example. Also influential were some well-known examples of nongradedness in Europe, which in the 1920s caused many venturesome American teachers, especially from cities in Wisconsin and New York, to visit pilot programs that were located in Jena, Germany, and in several cities in Holland. Some of these programs continue to flourish in the early twenty-first century.
沒過多久，分級制度的剛性的弊端已經顯現，由十九世紀的結束有各種各樣的努力創造不同的教育模式，實現更大的靈活性。
這些努力一直持續到二十世紀，出版業的成功生產年齡分級( age-graded )系列教材，使教師更容易管理他們的工作在一定程度上傷殘。
在同一時期，所謂正常的學校後，大學院校，教師準備假設每個單獨工作在自足教室，除了為那些在較小混齡 ( multigraded )學校，教材被認為是合適的一個年齡組的兒童。
隨著搜索到取代根深蒂固的分級制( gradedness )，更合適的，靈活的，以兒童為本安排，發生了幾個有影響力的和有益的發展。
進步主義教育很可能是最生動的例子。也有影響的混齡教學( non-gradedness )歐洲一些著名的例子，在20世紀20年代造成了許多冒險的美國教師，尤其是在威斯康星州和紐約城市，位於德國耶拿，訪問控制的方案，並在幾個城市在荷蘭。其中一些方案在早期的二十一世紀繼續發揚光大。
Over the years the label "nongraded" proved to be slightly confusing and insufficiently informative, and scholars and administrators found that labels such as "continuous progress" were more descriptive. Beginning with milestone research and related articles by Walter Rehwoldt and Warren W. Hamilton in 1956 and 1957, the discussion of nongradedness increasingly involved reference to interage or intergrade grouping, for which the term multiage was soon frequently substituted. Also in the 1950s, the nation's first experience with formally organized team teaching, and with a related notion, the use of teacher aides/helpers, redefined the organizational framework within which, it was increasingly argued with the support of research evidence, a demonstrably preferable setting could be provided not only for the pupils but also for the collaborating adults who worked with them.
Some elementary schools chose to organize classes in a pattern similar to departmentalization, with each teacher responsible for one content area, such as math or social studies; but it was not until 1957 when there was a sudden burst of interest, nurtured by seventeen universities being funded by Ford Foundation grants to support teacher-teaming and related arrangements, that the virtues of self-containment came to be seriously questioned. Some of the funded model projects, which soon sparked nationwide interest, called for aggregating multiage pupil groups (e.g., children six to seven and eight years of age) to be taught by teams of four to eight collaborating teachers. This development led to a kind of architectural revolution, because standard-size classrooms could no longer accommodate various-sized pupil aggregations. It is of interest to note that, as of the beginning of the twenty-first century, it seems probable that a great many elementary schools continue to provide at least some space flexibility to accommodate teaming arrangements.
多年來“非分級( nongraded )”的標籤被證明是略顯混亂，不夠翔實，學者和管理員發現，更具描述性的標籤，如“不斷進步”。
具有里程碑式的研究及相關文章由Walter Rehwoldt的沃倫·漢密爾頓在1956年和1957年開始，越來越多地參與討論混齡教學( non-gradedness )參考跨年齡( inter-age )或跨年級( intergrade )分組，長期multiage很快就被頻繁地取代。
此外，在20世紀50年代，國家的第一個正式組織團隊的教學經驗，並與一個相關的概念，利用老師的助手/傭工，重新定義該組織架構內，它被越來越多地爭論與研究證據的支持，一個明確的最好不僅為學生，也為合作和他們一起工作的成年人誰可以提供設置。
一些小學選擇成班在類似部門化的模式，每個老師負責一個內容區域，如數學或社會研究的，但它不是直到1957年，當時有一個突然爆發的興趣，由17所大學是培育由福特基金會贈款資助，以支持教師合作及相關安排，自我封閉的美德來受到嚴重的質疑。
有些資助的示範項目，很快引發了全國范圍內的興趣，稱為聚集混齡( multiage )的學生被教導隊四到八個合作教師小組（如兒童六，七，八歲）。
這種發展導致了一種建築的革命，因為標準大小的教室再也容納各種大小的的學生聚合。感興趣的注意的是，二十一世紀的開始，它似乎有可能到還有許多小學繼續提供至少一些空間的靈活性，以適應合作安排。
Read more: Nongraded Schools - Brief Definition, Development of Graded Education, Search for Other Models, Research Findings - Elementary, Nongradedness, Teachers, and Teacher - StateUniversity.com http://education.stateuniversity.com/pages/2297/Nongraded-Schools.html#ixzz2bOGVq0mZ
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Glen Heathers - 1972 - Interchange
William P McLoughlin - 1972 - International Review of Education
Robert H Anderson - 1964 - Review of Educational Research
ALBERT H NAENY - LIBRARY TRENDS
