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 study determined the level of home learning support given by the parents and the level of reading performance of primary pupils in Alat-Alatin Elementary School, a multi-grade school in Lopez West District, Lopez, Quezon. This utilized the quantitative method anchored by a descriptive-correlational design. Moreover, the researchers used a…

This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is…

A multiage first, second, and third grade classroom includes brothers, sisters, cousins. Two teachers use a developmentally appropriate approach while juggling teaching responsibilities and administering the many tests required by No Child Left Behind. Carter explains their four priorities for children: attendance, responsibility, honesty, and…

Examined why New Zealand elementary students in composite versus single-grade classes showed slightly lower reading performance, comparing the range of students' reading abilities, the nature of teachers' groupings, and other aspects of instruction in pairs of composite and single-grade classes from nine schools. Composite classes did not appear…