The strategies used in multiage classrooms have the capacity to shift instruction in all classrooms because the focus is on individual academic growth within an effective classroom community.

Effective inclusion of pupils with special educational needs (SEN) in multi-grade classrooms is complex, depending on the ability of teachers to meet challenges posed in delivering a broad and balanced curriculum while simultaneously meeting the often quite specific needs of pupils with SEN. This paper details the findings of research which…

Yupana Inca Tawa Pukllay (YITP) is a ludic didactic resource based on semiotic alternation that, using the reading of numbers in the Inca numeral system, improves its equivalent Indo-Arabic reading. Twelve children from first to fourth grade of a bilingual (Spanish-Quechua), multi-grade elementary school in a small rural Peruvian community were…

This work was motivated by the idea of approaching teaching practice in multilevel classes based on a problem, namely the need to improve the management of time in these types of classes. The time management strategy, developed in this work, consists of applying two modes of alternating teaching, the classical mode "work and make work"…

Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners' individual differences and learning styles. This is particularly true in the multigrade context, where…

Research on multigrade in comparison to singlegrade classes often overlooks the issues and challenges facing the nation's educational authorities in administering these classes. The purpose of this study was to compare multi and singlegrade classes in terms of educational efficiency and effectiveness. The population of this study consisted of all…

In this study primary schools' educational system in small and isolated islands of Greece is presented. These areas are characterized by inaccessibility and isolation as it happens in most multigrade schools. For facing the difficulties of multigrade schooling, curriculums should be engaged with different learning strategies. In this case study…

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…

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…

Representations such as drawings, graphs, and computer simulations, are central to learning and doing science. Furthermore, ongoing success in science learning requires students to build on the representations and associated practices that they are presumed to have learned throughout their schooling career. Without these practices, students have…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

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…

This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)

This paper describes the long-term effects of a staff-development program, "Dealing with Multi-Grade Classes," based on selected findings from teaching-effectiveness research in schools with multi-grade or mixed-age classes. The short-term effects were examined in two studies conducted in 1986-87 and 1989-90. In 1992 a follow-up study…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that reviews current research on multigrade instruction, identifies key issues…