Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Foreign Countries | 2 |
| Learning Processes | 2 |
| Multigraded Classes | 2 |
| Teacher Attitudes | 2 |
| Academic Achievement | 1 |
| Barriers | 1 |
| Classroom Techniques | 1 |
| Cooperative Learning | 1 |
| Developing Nations | 1 |
| Educational Benefits | 1 |
| Elementary School Teachers | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Samoa | 1 |
| South Africa | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkRasela Tufue; Floraleta Losi – International Education Journal: Comparative Perspectives, 2024
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…
Descriptors: Learning Processes, Multigraded Classes, Outcomes of Education, Foreign Countries
Download full textTaole, Matshidiso Joyce – South African Journal of Education, 2022
Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners' writing activities in English First…
Descriptors: Rural Schools, Multigraded Classes, Language Teachers, Teacher Attitudes
