Multigrade teaching: Towards an international research and policy agenda

Education and International Development Group, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, UK
International Journal of Educational Development (Impact Factor: 1.06). 11/2001; 21(6):481-497. DOI: 10.1016/S0738-0593(01)00011-6
Source: OAI


Despite its prevalence in many educational systems, multigrade teaching remains invisible. In the global effort to achieve education for all in the post-Dakar decade the needs of multigrade teachers, classes and schools must be addressed. The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy and practice. The agenda underlines the need for context-specific questions and comparisons, more awareness of the prevalence and challenges of multigrade teaching, more research on the practices and training needs of multigrade teaching and the exploration of synergies between teachers, curriculum, assessment and classroom organisation. It is suggested that knowledge of multigrade teaching strategies is needed by all teachers and not simply those in classes designated as ‘multigrade’.

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Available from: Angela W. Little, May 11, 2015
    • "engaged in this study. Multigrade teachers teach classes comprising students from both fifth and sixth grade (Little, 2001). Teachers of all upper elementary grades were thus equally involved in the study. "
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    • "The results of our research indicate that curriculum alignment using the spiral curriculum was not prevalent in the teaching practices described. However, one cannot realistically expect individual teachers to adapt the available teaching material for that purpose, in addition to all their other work (Little, 2001). Thus, it is necessary to investigate the ideas underlying the spiral curriculum and how they can be integrated into the level of core curricula. "
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    ABSTRACT: This article describes the teaching strategies used in multi-grade classes in five small rural primary schools in Austria and Finland on the basis of the content analysis of transcribed teacher interviews. Two main types of strategies were identified: practices that (1) aim to reduce or (2) capitalize on students’ heterogeneity. The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
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    • "Ancak birleştirilmiş sınıf, dezavantajlı kırsal yerleşim birimlerinde yaşamını sürdüren aileler için hayati önem taşıyan bir konu olmuş ve binlerce çocuğun eğitim hizmetine ulaşmasını sağlayarak köy yaşamına ışık tutmuştur. Bu nedenle köy okulları, gelişmiş veya gelişmekte olan ülkelerde topluma eğitim hizmeti sunması açısından oldukça önemli bir misyon üstlenir (Miller, 1991; Little, 2001; Aksoy, 2008; Köksal, 2010). Tekışık (2000) ülkemizde bu uygulamanın köy halkının kendileri için tek ışık kaynağı olduğunu ve uygulamaya son verilmesi durumunda onları eğitim erişiminden yoksun bırakmak olacağını savunmuştur. "

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