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Download full textJaime B. Bunga – European Journal of Educational Management, 2025
This study explores the implementation of Differentiated Instruction (DI) in Philippine multigrade classrooms and develops a tool to assess teacher proficiency in DI. Employing an exploratory sequential mixed-method design, the qualitative phase included focus group discussions with eight multigrade teachers, capturing their experiences and…
Descriptors: Foreign Countries, Individualized Instruction, Multigraded Classes, Teacher Competencies
Çakir, Pinar; Firat, Necla Sahin – Journal of Educational Leadership and Policy Studies, 2022
The purpose of this qualitative, phenomenological research was to gather primary school teachers' views regarding multi-grade classrooms in detail. Data was collected during the first semester of the 2019-2020 school year from 20 primary school teachers in Izmir, Turkey who taught in multi-grade classrooms in the past. The snowball sampling method…
Descriptors: Elementary School Teachers, Multigraded Classes, Teaching Methods, Foreign Countries
Matshidiso Joyce Taole – Research in Social Sciences and Technology, 2024
Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content…
Descriptors: Elementary School Teachers, Information Technology, Communications, Computer Mediated Communication
Direct linkRasela Tufue; Floraleta Losi – International Education Journal: Comparative Perspectives, 2024
Composite classes (also known as multigrades) are beneficial in several ways but have challenges for teaching and learning. This study aimed to explore participants' views concerning their experiences in teaching and learning within a composite classroom setting in Samoa. Specifically, the study sought to determine composite classes' impacts on…
Descriptors: Learning Processes, Multigraded Classes, Outcomes of Education, Foreign Countries
Taole, Matshidiso Joyce – South African Journal of Education, 2022
Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners' writing activities in English First…
Descriptors: Rural Schools, Multigraded Classes, Language Teachers, Teacher Attitudes
Hu, Rong – ProQuest LLC, 2023
The research aimed to provide a complete understanding of characteristics, facilitators, and challenges in implementing professional learning communities in multi-age schools. This study utilized a mixed-methods multiple case study design. Participants in this study were teachers from two private K-8 multi-age schools. The characteristics of…
Descriptors: Elementary School Teachers, Private Schools, Communities of Practice, Mixed Age Grouping
