Multi-age grouping perspectives
By: by Aubrey J. Penney.
Published: 2005
Language: eng
Number of pages: 283
Subjects: Nongraded schools.; Classroom environment.; Classroom management.; Teachers -- Attitudes.; School management and organization.
Description: Single age grouping is the predominant structure utilized to organize students in schools throughout North America. Multi-age grouping is a structure that has received significant attention from some educators over the past fifty years. There are perceived advantages and disadvantages for both structures. Administrators, teachers and parents hold positive and negative perceptions regarding multi-age grouping generally contingent on their degree of experience with that type of organizational structure.Both multi-age case study sites can be characterized as having developmentally appropriate activity-based instruction and learning coupled with flexibility within a classroom organization that exhibits a relaxed family-like atmosphere where students help others to experience success. While administrators in the two case study schools hold very positive perceptions of multi-age grouping, the perceptions of the teachers are mixed depending on their level of experience with such organizations. Parents in the two case studies hold somewhat differing views of multi-age grouping with the primary case study parents holding very positive perceptions and the parents of the junior case study indicating less support for the departure from single grade structures.This study utilizes case studies to describe what happens in two multi-age grouping classrooms. In addition to the descriptive classroom data, the perceptions and attitudes of administrators, teachers, and parents toward multi-age grouping are documented. Twenty hours of classroom observation provide data for the classroom description; two taped interviews provide data to document the principals' perceptions and attitudes; twelve taped interviews provide data to document teachers' perceptions and attitudes; self-administered questionnaires provide data to describe parents' perceptions and attitudes. Obstacles and constraints associated with multi-age grouping were gleaned from all sources throughout the process.The research identifies a number of obstacles and constraints to multi-age grouping: the traditional graded structure and curriculum, teacher training, and perceptions held by both educators and parents. Utilizing the information gleaned from the study, theoretical considerations and supplementary steps are outlined for schools to follow if they choose to transition from single grade to multi-age classroom organizations.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Includes bibliographical references (leaves 264-272).