This study aims to develop an integrated Project-Based Learning (PBL) model based on Values, Attitudes, Skills, and Knowledge (VASK), specifically designed for small-sized schools and mixed-grade classrooms. Employing a phenomenological study approach with a mixed-methods data structure, the research explores two key questions: What are effective…

This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners' needs from the outset of their…

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…

In this study, teachers from primary schools in a rural district of New South Wales were surveyed about their views on non-compliant behaviour, its frequency in the classroom and its effect on classroom management. Teachers generally agreed on definitions of moderate to serious non-compliant behaviours but some teachers rated minor non-compliant…

Describes and assesses the effectiveness of a staff development program for Dutch teachers in mixed-age classes as it relates to areas of classroom management, instruction, and pupils' on-task behavior. Results of the quasi-experimental, treatment-control group investigation showed that the training program was an effective staff development tool.…