Publication Date


Document Type


First Advisor

Huey, J. Frances||Hull, Marion A.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Elementary Education


Ability grouping in education; Teaching teams


Problem. The purpose of this study was to combine in a functional way the best of the nongraded primary organizational plan with the team teaching approach in order to provide an effective learning program for young children and a challenging creative teaching experience for their teachers. Procedure. Pertinent literature on the nongraded primary plan, the team teaching approach, and continuity of learning was investigated. Schools involved in nongraded primary programs were visited and teachers and supervisory personnel interviewed. A proposed plan of organization combining the nongraded plan and the team teaching approach was developed. Findings and Conclusions. (1) Many new organizational plans are being developed in American education. (2) The main advantage of the nongraded plan is that it permits a child to learn at his own rate. (3) Often the focus of the nongraded primary plan is upon the child’s progress in reading. (4) Team teaching utilizes the special talents of teachers wisely and well. (5) The physical plant ideally suited to team teaching Is not the physical plant most schools now have. (6) It is not known whether or not the large groupings of children and teachers found in the team teaching plan is appropriate to the primary child. (7) A proposed plan of organization on combining the nongraded plan and the team teaching approach was developed. (8) The proposed plan would provide continuity of learning for the child. (9) The proposed plan would provide the opportunity for children to progress at their own rates of learning In all areas of the curriculum. (10) The proposed plan would offer teachers the opportunity to use their special abilities effectively. (11) The proposed plan would offer all teachers the opportunity to learn from each other and some teachers the opportunity to advance professionally while retaining close contact with children.


Includes bibliographical references.


iii, 79 pages




Northern Illinois University

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