The same content and learning environments offered to students from different cultural backgrounds in schools, as well as the lack of diversity, fail to address different learning needs, isolate learners from the society. For this reason, there has always been a search for alternative education models. Mixed age groups are taught together in…

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 purpose of this study was to examine pre- and in-service female band teachers' perspectives regarding their experiences in realizing their professional goals. Domains guiding this inquiry included (a) gaining entry into the profession of band teaching, (b) navigating the profession, and (c) gender issues. Findings from this multiple case study…

The purpose of this study is to evaluate project based learning in multi-grade classes. This study, based on a student-centered learning approach, aims to analyze students' and parents' interpretations. The study was done in a primary village school belonging to the Centre of Batman, already adapting multi-grade classes in their education system,…

Ramanathan (2013a, 2013b) urged scholars to expand the notion of citizenship beyond its typically bounded understandings, towards conceptualizing it as "being able to participate fully" (p. 162). This view highlights the "processual" aspects of citizenship, shifting away from the more categorical meanings that underpin the term…

Honor Moorman and her colleagues describe the enthusiastic response from high school students and teachers to the school's annual tradition of English minicourses--mixed-grade-level classes that take the place of regular English classes for two weeks in the last half of the spring semester. Teachers are given an opportunity to teach a specific…

Through a comparison of an experimental and a control school, the author concludes that multiage groups make little difference in mean basic skills achievement (with the exception of vocabulary building). However, multiage grouping does seem to engender positive attitudes towards school. (Author/WD)

Attempts to determine if classroom environment is different between single-grade and multigrade primary-school music classrooms. Findings suggest that children in multigrade classrooms are more satisfied, experience less friction, and perceive music class as less difficult than peers in single-grade classes. Discusses educational implications.…

This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with…

Profile analyses indicated significantly different patterns of classroom behavior for differing self-concept levels. The highest self-concept group showed the greatest percentage of task-oriented behaviors; the lowest self-concept group had the largest percentage of nondirected behaviors. (GDC)

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)

This ERIC digest reviews the history of the multigrade classroom, and summarizes research findings on multigrading effects on achievement and attitude. It also states requirements of teaching and learning in multigrade classrooms. Multigrade classrooms have ranged from the one-room schools of the early 1900s to the ungraded classroom of the 1960s…

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…

This descriptive study used qualitative methods to examine academic and affective components in two primary level multi-aged classrooms at a special school for gifted children. The study methodology included classroom observation, a parent questionnaire, parent interviews, a student questionnaire, student interviews, and teacher interviews. The…

Investigated experiences in a multiage classroom, especially from the child's and parents' perspectives. Found that despite concerns, in the multiage classroom each child is allowed to progress at his or her own pace; individuality is valued; competition is lessened; and children have more time to develop relationships. (Author/SD)