This article explores heterogeneity as fundamental to learning. Inspired by Bakhtin's notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter.…

Replying to Robert H. Anderson's article in the same "Principal" issue, David Elkind defends his article against classroom rotation. Elkind strongly favors multiage grouping and team teaching, but views the real issue as departmentalization and rotation versus self-contained classrooms. Although multiage grouping and team teaching are…

Responding to David Elkind's article in the May 1988 issue of "Principal," this article reexamines classroom rotation for elementary students, challenges Elkind's argument against this practice, and proposes rotation as a way to increase students' options through team teaching. Includes two references. (MLH)

When enrollment fluctuates, dual-age classes are an effective means of maintaining a reasonable student/teacher ratio. Teachers must have experience, flexibility, and creativity; and students selected must be able to work both cooperatively and independently. Chronological ages and achievement ranges are usually narrower than in "straight"…

A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community…

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)

Recent research supports Vygotsky's "zone of proximal development" theory; children receiving peer assistance can stretch their learning beyond their individual accomplishment. A study of a multiage classroom revealed three strategies used by children working together to solve math problems--modeling, tutoring, and pairing/sharing…

S. Veenman argues that his reviews of the literature lead to the conclusion that combination classes are neither worse nor better than single-grade classes. This rejoinder discusses disagreements with Veenman's findings, which are hampered by a narrow reading and interpretation of the literature on potential positive effects of combination…

This study investigated the effects of multigrade classes on student achievement in the Mesa Public Schools in Reading and Mathematics. Student achievement in differing abilities groups and levels was also analyzed. The District formed multigrade classes from adjacent grade levels to reduce class loads and number of teachers. Students retained…

A remedial math program was devised for a rural school with a total population of 110 students housed in split grades. Volunteers implemented the program, which combined metacognition strategies and behavioral reinforcement. Students made slow, consistent gains, The average number of computation facts mastered per month per student was six. (JHZ)

Described is the development of the Self-Schedule System, which aims at optimizing instructional time by teaching students to manage their own time and tasks. Program components for training students and for providing structural and ecological supports for flexible usage of school resources are outlined and research findings discussed. (SJL)

This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

Colombia's rural "escuelas nuevas" feature multigrade classrooms, flexible promotion, rural-oriented curriculum, parent and community involvement, mastery learning, peer instruction, and library resources. A study of over 3,000 students found that, compared to traditional schools, Escuela Nueva schools had lower dropout probabilities,…

Multigrade schools, which combine students of different ages and abilities in one classroom under one teacher's direction, are supported by numerous World Bank projects. This paper aims to increase staff awareness of the complexity of such components and their economic and pedagogical benefits. Pedagogical techniques and outcomes form the core of…

This paper reports a study of curriculum and teaching methods in 10 Old Order Mennonite one-room schools in Pennsylvania. It provides a review of the historical background and cultural characteristics of the Old Order Mennonites. The one-room schools examined in the study are similar in structure and instruction to U.S. public one-room schools of…