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Peer reviewedStegelin, Dolores A. – Dimensions of Early Childhood, 1997
A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and…
Descriptors: Academic Achievement, Cognitive Development, Early Childhood Education, Educational Research
Peer reviewedButler, Abby – General Music Today, 1998
Reviews research about the effects of multiage grouping particularly focusing on the differences in achievement and attitudes between students in multiage and single-grade classes and the implications of those differences. Maintains that the value of multiage instruction rests in its ability to foster positive self-esteem and enhance student…
Descriptors: Academic Achievement, Age Differences, Educational Benefits, Educational Research
Download full textGaustad, Joan – Research Roundup, 1992
Nongraded education is the practice of teaching children of different ages and ability levels together, without dividing them into groups labeled by grade designations. As the year 2000 approaches and schools are being re-evaluated in light of changing social and economic conditions, nongradedness is the focus of renewed interest. This publication…
Descriptors: Academic Achievement, Age Grade Placement, Developmentally Appropriate Practices, Educational Research
Peer reviewedSundell, Knut – European Early Childhood Education Research Journal, 1994
Reviews recent studies on the effects of mixed-age grouping (MAG) in Swedish nursery and elementary schools. Although studies conducted in the 1970s and 1980s suggested that MAG was beneficial to children's learning and socioemotional development and to teachers' work satisfaction, studies conducted in the 1990s suggest that MAG does not promote…
Descriptors: Academic Achievement, Early Childhood Education, Educational Research, Elementary Education
Gorrell, Janet L. – 1998
This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7…
Descriptors: Academic Achievement, Class Organization, Comparative Analysis, Educational Research
Lacey, Kelly; Drees, Jan – 1996
In August 1993 the Des Moines (Iowa) community created a new type of neighborhood school by placing an elementary school close to where the parents work, rather than where they live. This school, the Downtown School, serves a diverse community of students, emphasizes parental involvement, and implements current research in education. This report…
Descriptors: Academic Achievement, Class Size, Cultural Pluralism, Educational Change
