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| Multigraded Classes | 6 |
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| Heyerman, Barbara | 1 |
| Matthews, Mona W. | 1 |
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| McIntyre, Ellen | 1 |
| Miller, Bruce A. | 1 |
| Sherbow, Mark | 1 |
| Veenman, Simon | 1 |
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| Journal Articles | 6 |
| Reports - Research | 4 |
| Reports - Descriptive | 2 |
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Peer reviewedHeyerman, Barbara; Sherbow, Mark – Language Arts, 1996
Describes one multi-age classroom that includes children from 6-11 years of age (traditionally grades 1-5). Explains how this unique learning community began; how student groupings were established to promote social interaction and peer collaboration among a wide age span of children; what the class looked like in actual practice; and what the…
Descriptors: Classroom Environment, Classroom Research, Cooperative Learning, Elementary Education
Peer reviewedMcIntyre, Ellen; And Others – Language Arts, 1996
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…
Descriptors: Classroom Research, Language Arts, Multigraded Classes, Primary Education
Peer reviewedMcCarthey, Sarah J.; And Others – Language Arts, 1996
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)
Descriptors: Classroom Research, Educational Change, Elementary Education, Interdisciplinary Approach
Peer reviewedMatthews, Mona W.; And Others – Reading Research and Instruction, 1997
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…
Descriptors: Classroom Research, Comparative Analysis, High Risk Students, Language Arts
Peer reviewedMiller, Bruce A. – Research in Rural Education, 1990
A review of 21 quantitative studies of students in grades K-6 indicates that there are no significant differences in overall student achievement between multigrade and single-grade classrooms, while multigrade students strongly outperform single-grade students on measures of affect, attitudes, and social relationships. Contains 23 references. (SV)
Descriptors: Academic Achievement, Affection, Classroom Research, Elementary Education
Peer reviewedVeenman, Simon; And Others – Educational Studies, 1987
Investigated how students and teachers in mixed-age classes spent their learning time during reading, language arts, and mathematics. No significant differences between single- and multi-aged classes was found. Concludes that teachers found working in mixed-age classes very difficult, with most working as if they were teaching two different…
Descriptors: Academic Achievement, Classroom Environment, Classroom Research, Classroom Techniques
