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…

This study aims to evaluate the effectiveness of the online version of the First Step to Village Schools (FSVS) Program in Turkey, which seeks to fill the knowledge and practice gap of prospective teachers, via mixed-methods research. Participants were volunteer university students from various faculties of education. In the quantitative part of…

The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's…

Globalization is blurring the lines between once clearly defined groups of people, making cultural sensitivity more important than ever. Culturally sensitive art education can cultivate the ability for students to empathize with and care about others, but until now, few guidelines have existed to help art educators bring together those from…

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.…

Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…

Describes looping or multiage, multiyear teaching at two elementary schools (Rocklin and Sierra) in the Rocklin Unified School District in Pacer County, California. Includes several Internet sources about looping. (PKP)

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…

Much credit for the tangible feeling of caring at an Idaho elementary school is due to partnerships that faculty, families, and students have forged across grade levels. These cross-grade buddy systems have put the brakes on bullies, fostered student friendships, and resolved personality conflicts among staff members. (MLH)

Describes the mixed-age group implementation of the Everyday Mathematics program, which contains many open-ended components that are easily adaptable to the developmental nature of the mixed-age setting. Notes that students can benefit from games, explorations, projects, math messages, and math boxes in mixed-age settings. Team-teaching is used…

A two-year study of a multiage classroom (ages 7 to 9) that used whole-class inquiry centered on a topic or theme found that students lacked ownership of learning. A more theoretical understanding of inquiry was encouraged by letting students pose personally significant questions. (SK)

An elementary teacher planning to teach a multiage class decided to make monthly phone calls to parents to discuss student problems and progress. She called one-quarter of her class's parents every Saturday afternoon, sometimes leaving messages. The process had its drawbacks but kept the teacher up-to-date on her students' lives. (MLH)

Inspired by Lilian Katz's lectures and books, the staff of Hollywood Elementary School in southern Maryland embraced Katz's philosophy of developmentally appropriate programs, project learning, and multiage grouping. This paper describes Hollywood's journey as a school community to implement these strategies, discussing the multiage organization…

Discusses literacy experiences in a multiage classroom, noting different kinds of groupings and showing how the teacher grouped and regrouped the children on a typical school day. Argues that flexible grouping is an effective organizational approach appropriate to any classroom. (SR)

An Oregon elementary teacher attributes her best teaching year ever to parents' and community members' voluntary participation. They got involved in four ways--communicating through voice mail, sharing expertise in the classroom, helping gather lesson materials, and participating in monthly learning celebrations. These activities supplemented…