NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Ansari, Arya – Infant and Child Development, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Ansari, Arya – Grantee Submission, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
A Descriptive Study of Multi-Age Art Education in Florida
Peer reviewed Peer reviewed
Direct linkDirect link
Broome, Jeffrey L. – Studies in Art Education: A Journal of Issues and Research in Art Education, 2009
Multi-age classrooms feature the purposeful grouping of students from two or more grade levels in order to form communities of learners. During the past 40 years, multi-age education has been examined in literature and research in many different ways and contexts. In the subject area of visual art, however, little literature can be found that…
Descriptors: Art Education, Questionnaires, Scaffolding (Teaching Technique), Cooperative Learning
Dimensions of Mastery in Same-Age and Mixed-Age Integrated Classrooms.
Peer reviewed Peer reviewed
Blasco, Patricia M.; And Others – Early Childhood Research Quarterly, 1993
Evaluated effects of mixed-age and same-age classrooms on dimensions of mastery during play for young children developing normally and for disabled children. Found that children's developmental maturation was related to the sophistication of their play mastery for children without disabilities in both settings and for children with disabilities in…
Descriptors: Child Development, Classroom Environment, Disabilities, Grouping (Instructional Purposes)
Multi-Age Grouping: The One Room School Revisited?
Peer reviewed Peer reviewed
Shaeffer, Margaret B.; Hook, James G. – Rural Educator, 1996
Addresses the benefits of multiage grouping of primary students in small, rural schools. Reports on a survey indicating that 20 of 49 school districts in a rural state employed multiage grouping. Stresses the importance of considering child development when implementing multiage grouping, and concludes that multiage grouping may be the future of…
Descriptors: Child Development, Developmentally Appropriate Practices, Educational Change, Educational Practices