Researchers asked 60 randomly selected principals from 34 California school districts to identify differences between combination (multigraded), single-grade, and nongraded classes; to explain their rationale for assigning teachers to combination classes; and to rate teachers' abilities. Principals considered combination classes more challenging…

This study examined elementary and secondary teachers' views about combination classes. Interviews indicated that most teachers preferred not to teach them and believed that such an approach was limited by organizational constraints. Results are interpreted as a consequence of the lack of understanding of developmental theories underpinning…

This study compared the curriculum, instructional strategies, and organizational formats used by 6 elementary mathematics teachers with multigrade classes and those used by 18 who used either whole-class teaching or ability grouping. Analysis of videotaped lessons found significant differences between groups, suggesting that multigrade classes…