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.

This qualitative study was prompted by the need to establish the challenges and prospects of quality Multi-grade Teaching in satellite primary schools. Through in-depth interviews with the Teachers in Charge of the schools and Focus Group Interviews with teachers, data were generated and analysed thematically. The Three-level Typology created by…

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…

Internationally, schools with small numbers of children and constrained funding are not able to group the children in classes based on their age. Rather, the children are combined into larger 'mixed-age' classes. Schools and teachers manage this situation in different ways, for example by teaching the class as two or more separate age-based groups…

The research aimed to provide a complete understanding of characteristics, facilitators, and challenges in implementing professional learning communities in multi-age schools. This study utilized a mixed-methods multiple case study design. Participants in this study were teachers from two private K-8 multi-age schools. The characteristics of…

For this study, we examined the constructs of time, student groupings, and professional staffing in schools and determined their significance in whether or not schools made Adequate Yearly Progress or were required mandatory improvement. We conducted a logistical regression analysis using a national data set, the School and Staffing Survey…