The Relationship between Intelligence Levels and Benefits from Innovative, Nongraded Elementary Schooling and Traditional, Graded Schooling.

Yarborough, Betty H.; Johnson, Roger A.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ193476

Record Type: CIJE

Publication Date: 1978

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

The Relationship between Intelligence Levels and Benefits from Innovative, Nongraded Elementary Schooling and Traditional, Graded Schooling.

Yarborough, Betty H.; Johnson, Roger A.

Educational Research Quarterly, v3 n2 p28-38 Sum 1978

The effectiveness of six years of nongraded and graded elementary schooling was studied in seventh-grade students at four intelligence levels. All pupils profited equally cognitively. Pupils with lower IQ's benefitted affectively from nongraded schooling, while higher-IQ pupils profited from graded schooling. All pupils experienced affective changes in grade 7. (Author/GDC)

Descriptors: Affective Behavior, Educational Attainment, Elementary Education, Intelligence Differences, Junior High School Students, Nongraded Instructional Grouping, Performance Factors, Schools, Student Adjustment, Student Attitudes, Traditional Schools

Publication Type: N/A

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A