The assumption that multi-grade learning enhances and sustains positive self-concept is widespread, although neither theory nor empirics have yet allowed for firm conclusions. This paper reports on a representative longitudinal study of multi-grade learning in grades 3 and 4 comparing the development of students' self-concept in reading in…

This work was motivated by the idea of approaching teaching practice in multilevel classes based on a problem, namely the need to improve the management of time in these types of classes. The time management strategy, developed in this work, consists of applying two modes of alternating teaching, the classical mode "work and make work"…

Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…