NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)0
Since 2006 (last 20 years)1
Education Level
Elementary Education1
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
Massachusetts Comprehensive…1
What Works Clearinghouse Rating
Showing 1 to 15 of 34 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rosebery, Ann S.; Ogonowski, Mark; DiSchino, Mary; Warren, Beth – Journal of the Learning Sciences, 2010
This article explores heterogeneity as fundamental to learning. Inspired by Bakhtin's notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter.…
Descriptors: Thermodynamics, Chemistry, Heat, Grade 4
Peer reviewed Peer reviewed
Mason, DeWayne A.; Doepner, Roland W., III – Journal of Educational Research, 1998
Examined elementary principals' views of combination classes. Interviews indicated they preferred single-grade classes, believing that combinations led to diminished curriculum and parent and teacher concerns. They assigned effective, experienced teachers and high-ability, independent students to these classes. Few viewed combination classes as…
Descriptors: Administrator Attitudes, Elementary Education, Mixed Age Grouping, Multigraded Classes
Guskey, Thomas R.; Lindle, Jane C. – 1997
Multiage/multiability grouping is when more than one grade level of students is grouped in a classroom. This report summarizes the research on multiage/multiability grouping in the primary grades. The paper, which is intended for use in Kentucky's educational system, focuses on quantitatively based comparative research syntheses. The text…
Descriptors: Children, Cross Age Teaching, Educational Innovation, Educational Strategies
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
Greene, Beth G., Ed. – Reading Psychology, 1997
States that the concept of nongraded classrooms has flourished in educational circles since the days of the one-room schoolhouse, and that researchers have found that students in multiage classrooms form peer relationships that show more advanced socialization skills. Offers an annotated bibliography of 12 articles from the ERIC database on the…
Descriptors: Classroom Environment, Elementary Education, Flexible Progression, Mixed Age Grouping
Smith, Kelley A. – 1993
This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with…
Descriptors: Age Differences, Classroom Environment, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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
Peer reviewed Peer reviewed
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)
Cobham, Christina A. – 1992
Seven combined or multi-grade classes, ranging from grades 2 to 5, were the focus of a qualitative, naturalistic inquiry. In each of the four elementary schools visited for the study, the decision to have combined classes had been made shortly before school started for administrative reasons. The study sought to determine the manner in which the…
Descriptors: Class Organization, Classroom Techniques, Elementary Education, Elementary School Teachers
Elliot, Ian – Teaching Pre K-8, 1997
Discusses the organization and operation of multi-age classrooms in an elementary school in Nevada. Describes how teachers working with primary classrooms of first and second graders, and intermediate classrooms of third, fourth, and fifth graders, created an adaptive, flexible, and dynamic curriculum that could serve the needs of their…
Descriptors: Case Studies, Classroom Design, Classroom Environment, Classroom Techniques
Previous Page | Next Page ยป
Pages: 1  |  2  |  3