Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . lan, except that instead of large classes, small classes and small groups within classes are used. It is also equally applicable to high school work. Under the best of conditions the plan is as represented in » See short descriptive article on, in Monroes Cyclopedia of Education,vol. I, p. 331. ADJUSTMENTS AND DIFFERENTIATIONS 303 Figure 22. The results here are what are obtained in someof our private schools, where each pupil advances at his own s 3 Sept
Public school administration; a statement of the fundamental principles underlying the organization and administration of public education . lan, except that instead of large classes, small classes and small groups within classes are used. It is also equally applicable to high school work. Under the best of conditions the plan is as represented in » See short descriptive article on, in Monroes Cyclopedia of Education,vol. I, p. 331. ADJUSTMENTS AND DIFFERENTIATIONS 303 Figure 22. The results here are what are obtained in someof our private schools, where each pupil advances at his own s 3 Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June ABCDEFGHIJKLMNO Fig. 22. THE PUEBLO PLAN; INDIVIDUAL PROfiRBSS Each line represents the progress of a single pupil during a half-year. Pupil Acohered almost a years work during the time, while the slowest pupil, J, made slightlyless than a quarter of a years progress. speed. As originally used in Pueblo, Colorado,.^ the indi-vidual idea was kept prominent. In ordinary use the planis better represented by Figure 23, which shows a class, say Sept. Oct. Not. Dec. Jan. Feb. Mar. Apr. May June. Via. THE PUEBLO PLAN; GROUP PROORESS This shows the plan as used in large schools, the pupils being grouped for administra-tire purposes into a number of groups, and pupils being moved from one group to anotheras they advance or fail to advance. The five different groups made different rates ofprogress during the half-year here shown. of forty pupils, grouped into five groups progressing at fivedifferent rates of speed. These groups naturally are very 1 See article on, by P. W. Search, in Bibliography. 304 PUBLIC SCHOOL ADMINISTRATION fluid, and pupils pass from one to another as their progressor lack of progress indicates as desirable. In this form it ispractically the same as the so-called Elizabeth, New Jersey,plan. This plan makes excellent provision for the slow, theaverage, and the gifted pupil, and for all gradations in be-tween them, but
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