The objective of the current study was to determine whether it was sustainable to teach and learn in multi-graded classrooms. This paper reports on an investigation into experiences of key stakeholders regarding difficulties and the factors contributing to the difficulties faced throughout the process of teaching and learning in multi-graded…

Through recent doctoral research, the author examined the powerful force of school culture, as well as other factors, and the role it plays in schools with multiage classrooms. Combined with his personal experiences, he is certain of one thing: School-based innovations face an uphill battle. This article briefly discusses the author's examination…

As teachers and schools are held more accountable for students passing the tests within a designated time frame, the pressure on teachers requires them to work and plan smarter. It takes incredibly talented and dedicated teachers to pull off the multiage program while still meeting all of the state's testing requirements. Educators must continue…

Kindergartners and first-graders in regular classrooms were compared to students in nongraded, continuous-progress settings. Comparisons on academic achievement and school attitudes indicated differences favoring nongraded, continuous-progress settings for various academic and citizenship skills. Girls in the nongraded, continuous-progress group…

Describes the use of cooperative learning centers (CLCs) in an inner-city fourth-grade classroom. These seven CLCs focused on mathematics, language, writing, learning with kindergartners, computers, interest group, and free reading, with students taking weekly turns at being the center "specialist" or group leader. The effectiveness of…