This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences…

This paper presents findings of a case-study set in one of the small schools of Maldives which was practising the concept of multigrade teaching. The aim of the study was to investigate teachers' experiences of using Differentiated Instruction (DI) in multigrade classes. It also explored the benefits as well as challenges for using DI in the…

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…

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…

The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the…

Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that…

Describes a teacher's experiences in a multigrade intermediate grade mountain schoolhouse. Notes that teaching difficulties were overcome by (1) organizing time and contracting with students; (2) learning from students about what to teach; and (3) using language that invites and includes students. Explains how these techniques aid reading and…

A final-year student teacher from the University of Southern Queensland (Australia) describes her student teaching experiences in a one-room school in the isolated town of Birdsville, focusing on the harsh natural environment, the demands of a multiage classroom, and positive attributes of the small school and community involvement. (SV)

A final-year student teacher from the University of Southern Queensland (Australia) describes her student teaching experiences at Gunpowder State School, an isolated one-room school in central Queensland, focusing on techniques for managing the multiage classroom and teacher-community relationships. (SV)