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Examples of Progressive Curriculum Prac Tices in Junior High School

Examples of Progressive Curriculum Prac Tices in Junior High School SAGE Publications, Inc.1927DOI: 10.1177/019263652701101519 Helen Watson Pierce LOS ANGELES, CALIF In selecting examples to illustrate current curriculum practices, an effort has been made to choose a variety of types. I. Meeting individual needs of children by adapting content and pupil activities to: A. Homogeneous groups in general. B. Community variations. C. A course in English. D. A group of adolescent boys in music. II. Special study made of mathematics and pupil experiences, in order to choose a textbook. III. Special study made to determine how content and pupil experiences can be most effectively used under the supervised or directed study plan. I A. In the days when schools were organized with heterogeneous groups, one curriculum for each subject seemed to suffice. A wise teacher gave special help to the slow pupil and gave the quick pupil something extra to do. Often the weak fell by the wayside and the bright one found mischief. To-day when homogeneous grouping is becoming the custom, the use of the same materials and pupil activities for all groups is not consistent with the underlying philosophy of ability groupings. The example that I wish http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png NASSP Bulletin SAGE

Examples of Progressive Curriculum Prac Tices in Junior High School

Abstract

Examples of Progressive Curriculum Prac Tices in Junior High School SAGE Publications, Inc.1927DOI: 10.1177/019263652701101519 Helen Watson Pierce LOS ANGELES, CALIF In selecting examples to illustrate current curriculum practices, an effort has been made to choose a variety of types. I. Meeting individual needs of children by adapting content and pupil activities to: A. Homogeneous groups in general. B. Community variations. C. A course in English. D. A group of adolescent boys in music. II. Special study made of mathematics and pupil experiences, in order to choose a textbook. III. Special study made to determine how content and pupil experiences can be most effectively used under the supervised or directed study plan. I A. In the days when schools were organized with heterogeneous groups, one curriculum for each subject seemed to suffice. A wise teacher gave special help to the slow pupil and gave the quick pupil something extra to do. Often the weak fell by the wayside and the bright one found mischief. To-day when homogeneous grouping is becoming the custom, the use of the same materials and pupil activities for all groups is not consistent with the underlying philosophy of ability groupings. The example that I wish
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