Multiage Classes

Abstract

Rural schools often have mixed-age (multigrade) classes because of small enrolmenis. There is a body ofresearch which supports classes which are mixed-age by choice - multiage classes. To what extent can thesuccessful practices of multiage teachers be adopted by multigrade teachers in rural schools? This articlepresents a summary of the research findings related to both multiage and multigrade classes, and explores thefactors which are relevant in explaining the success of multiage classes.

Teaching in Rural and Remote Schools

“…In contrast to multi-grade studies, mUlti-age studies tend to focus on the advantages of this form of classroom organization (Veenman, 1996). This is possibly due to the underlying philosophy that focuses on learners and their learning rather than meeting grade requirements (Politano & Davies, 1994) and the formation of the class by choice (Lloyd, 2002). In a multi-age class the teacher focuses on meeting the needs of individual learners rather than the group (Hoffman, 2003;Kelly-Vance et aI., 2000;Politano & Davies, 1994), a philosophy that is based on child-centred learning where children progress at their own rate of development regardless of age (Bingham et aI., 1995;Gutloff, 1996;Reins et aI., 2000).…”

“…16 (1) Hoffman, 2002;Kelly-Vance et aI., 2000;Lloyd, 2002). In this way younger students learn from older students who have the opportunity to act as peer tutors and leaders, thus enhancing their self-esteem, and who in turn learn through teaching that reinforces their own learning (Bingham et aI., 1995;Hoffman, 2002;Kelly-Vance et aI., 2000;Lloyd, 2002;Ong et aI., 2000;Wall, 1994). In addition to learning, youuger students engage in a wider range of social experiences that enhances their development (Lloyd, 2002).…”

“…In this way younger students learn from older students who have the opportunity to act as peer tutors and leaders, thus enhancing their self-esteem, and who in turn learn through teaching that reinforces their own learning (Bingham et aI., 1995;Hoffman, 2002;Kelly-Vance et aI., 2000;Lloyd, 2002;Ong et aI., 2000;Wall, 1994). In addition to learning, youuger students engage in a wider range of social experiences that enhances their development (Lloyd, 2002). Studies that focus on children aged eight years or younger indicate that the educational practices most beneficial to young children -child-centred learning, integrated curriculum, peer-tutoring and variety of groupings -are those characteristic of non-graded or multi-age classes (Cotton, 1993).…”

“…Students are not academically disadvantaged in a multi-age classroom aud research generally indicates social and academic gains are better than, or at least the same as, in a single-grade classroom (Anderson & Pavan, 1993, cited in Lloyd, 2002Bingham et aI., 1995;Kelly-Vance et aI., 2000;Lloyd, 2002;Ong et aI., 2000;Veeuman, 1996). Gifted and talented students appear to be advantaged as they are able to work on differentiated programs within the classroom rather than in separate classes (Lloyd, 2002) and students with problems can work at their own level without any obvious need for remediation or the emotional and social problems that can result from retention in grade (Cotton, 1993;Lloyd, 2002). 'The teaching practices used make it more likely that a child's needs can be catered for within the class without the problems of liaison, coordination and timetable reshuffling' (Lloyd, 2002, p.7).…”

“…'Classrooms in which there is a strong positive and supportive learning environment produce improved student outcomes' (NSW DET, 2003, p.4). Whilst Lloyd (2002) believes that there is no reason why individual teachers can't implement a multi-age philosophy, it cannot be assumed that teachers necessarily share the philosophy or have the strategies necessary to implement it. This highlights the importance of recognizing that the implementation cannot be left to chance if this changed perspective is an essential component of a quality multi-grade pedagogy for quality rural student outcomes.…”