Honor Moorman and her colleagues describe the enthusiastic response from high school students and teachers to the school's annual tradition of English minicourses--mixed-grade-level classes that take the place of regular English classes for two weeks in the last half of the spring semester. Teachers are given an opportunity to teach a specific…

Reports on a study of 10 primary grade teachers in four multi-age classrooms (formed in response to a Kentucky state mandate to implement non-graded, multi-age, primary programs for children ages 5-9). Examines what teachers did to make language arts instruction work, and their continuing efforts and struggles to meet the needs of a wide variety…

Illustrates the benefits and challenges of team-teaching in a multi-age classroom by describing one school's efforts at implementing language arts instruction within an interdisciplinary approach. Discusses initiating multi-age grouping and the advantages and challenges of multi-age classrooms. Offers recommendations. (SR)

Investigates impact of a nongraded instructional organization on the reading/language development of 117 kindergarten through second graders--61 in 3 nongraded classrooms, 56 in 3 graded classrooms. Uses a pretest-posttest control group design. Indicates no significant differences between the groups on any measures. Suggests findings are important…

Results showed hardly any differences in time-on-task behavior between third and fourth grade pupils in mixed age single age mathematics and language arts classes in the Netherlands. Students in mixed age classes spent more time working individually. The ability level of the students had little impact on time-on-task behavior. (Author/RM)