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Rasela 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
Hu, Rong – ProQuest LLC, 2023
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…
Descriptors: Elementary School Teachers, Private Schools, Communities of Practice, Mixed Age Grouping
Russell, V. Jean; Rowe, Kenneth J.; Hill, Peter W. – 1998
On the basis of a comprehensive best-evidence synthesis of the literature on the effects of multigrade and multi-age classes, Veenman (1995) concluded that there were no significant differences between multigrade and single-grade classes in cognitive or achievement effects. Subsequently, Mason and Burns (1996) challenged Veenman's conclusion,…
Descriptors: Academic Achievement, Administrator Attitudes, Elementary Education, Foreign Countries
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Burns, Robert B.; Mason, DeWayne A. – American Educational Research Journal, 2002
Examined the class distributional properties of 200 elementary school classes in 2 school districts. Fifty-six classes were combination classes of students from 2 grades. Principals and teachers tended to assign higher ability and more independent students to such classes, and these assignments affected the class distributional properties.…
Descriptors: Ability, Academic Achievement, Class Organization, Elementary Education
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Mason, De Wayne A.; Burns, Robert B. – Review of Educational Research, 1996
Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Meta Analysis
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Veenman, Simon – Review of Educational Research, 1996
D. Mason and R. Burns (1996) have concluded that multigrade classes have a slightly negative effect on students' achievement. However, a reanalysis, based on meta-analytic procedures, of the available studies shows the average weighted effect sizes to be essentially zero or close to zero. Contains 51 references. (SLD)
Descriptors: Academic Achievement, Effect Size, Elementary Education, Elementary School Students
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Stuart, Shannon K.; Connor, Mary; Cady, Karin; Zweifel, Alicia – International Journal of Whole Schooling, 2007
This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education,…
Descriptors: Multigraded Classes, Mixed Age Grouping, Teaching Methods, Inclusive Schools
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Veenman, Simon – Educational Research and Evaluation (An International Journal on Theory and Practice), 1997
Using results of a best-evidence synthesis and a meta-analysis of an extensive international database, it is argued that there is no empirical evidence at the moment showing that student learning suffers in combination classes. No support is found for the selection bias suggested by D. Mason and R. Burns (1997). (SLD)
Descriptors: Academic Achievement, Elementary Education, Elementary Schools, International Studies
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Mason, DeWayne A.; Burns, Robert B. – Educational Research and Evaluation (An International Journal on Theory and Practice), 1997
S. Veenman argues that his reviews of the literature lead to the conclusion that combination classes are neither worse nor better than single-grade classes. This rejoinder discusses disagreements with Veenman's findings, which are hampered by a narrow reading and interpretation of the literature on potential positive effects of combination…
Descriptors: Academic Achievement, Elementary Education, International Studies, Literature Reviews
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Mason, DeWayne A.; Burns, Robert B. – Educational Research and Evaluation (An International Journal on Theory and Practice), 1997
Research on combination classes, in which students from two or more grades are placed with one teacher for most or all of the school day, is reviewed. Consistent research findings are that combination classes, distinguished from multiage/nongraded classes, have at least a small negative effect on student achievement. (SLD)
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Grouping (Instructional Purposes)
Nye, B. A.; And Others – 1995
This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded…
Descriptors: Academic Achievement, Continuous Progress Plan, Elementary Education, Grouping (Instructional Purposes)
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Kolstad, Rosemarie; McFadden, Andrea – Journal of Instructional Psychology, 1998
Examines research findings of the multiage classroom concept and delineates the advantages (higher progress in areas of academia, self-esteem, and socialization skills, as well as development of the teacher/parent relationship) and disadvantages (additional planning/preparation time and difficulties with parents, scheduling, and budget…
Descriptors: Academic Achievement, Elementary Secondary Education, Mixed Age Grouping, Multigraded Classes
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Veenman, Simon – Review of Educational Research, 1995
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)
Descriptors: Academic Achievement, Affective Behavior, Age Differences, Cognitive Processes
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Lloyd, Linley – Education in Rural Australia, 2002
Research on classes that are mixed age by choice, not merely multigraded, has found positive effects on student achievement, mental health, social development, and liking for school. Multiage classes generally have more parent support, but teacher continuity is also necessary for success. Implications and challenges for Australia's rural schools…
Descriptors: Academic Achievement, Classroom Environment, Educational Practices, Elementary Secondary Education
Fogarty, Robin, Ed. – 1993
Noting that the recent call for holistic models of schooling dictates a thorough investigation of more natural groupings of students, this collection of articles reviews available literature on multiage, nongraded, continuous progress classrooms. Divided into six sections, the chapters explore the overriding concerns and the pros and cons of such…
Descriptors: Ability Grouping, Academic Achievement, Age Grade Placement, Classroom Environment
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