A former principal of a nongraded elementary school discusses the nongraded, multiage philosophy, effects of multiage grouping, prevalent misconceptions, and suggestions from practice. Critics often mistakenly characterize multiage classrooms as homogeneous, unstructured, and team-taught; appropriate for kindergarten and primary children only;…

Discusses what the multiage classroom environment is and what the curriculum and inquiry schedule look like. Describes one school's integrated curriculum, constructivist process, and use of language arts as a tool. Describes scheduling days that tend to consist of literacy workshop, centers, math workshop, and hands-on project time. Discusses…

Noting that multiage education continues to receive a great deal of interest as educators, legislators, and parents seek to find ways to improve educational experiences for all children, this book takes readers by the hand and guides them as they move from exploring the concept of multiage to the actual stages of implementation. As is consistent…