Attempts to determine if classroom environment is different between single-grade and multigrade primary-school music classrooms. Findings suggest that children in multigrade classrooms are more satisfied, experience less friction, and perceive music class as less difficult than peers in single-grade classes. Discusses educational implications.…

Examined why New Zealand elementary students in composite versus single-grade classes showed slightly lower reading performance, comparing the range of students' reading abilities, the nature of teachers' groupings, and other aspects of instruction in pairs of composite and single-grade classes from nine schools. Composite classes did not appear…

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…

This study evaluated the Primary Learning Communities (PLC) program, a non-graded kindergarten through second-grade alternative curriculum piloted in three Houston, Texas, elementary schools. The curriculum allows a multi-age mixing of students with ages between five and seven years in the same classroom. Approximately 600 students and 27 teachers…

Investigated how students and teachers in mixed-age classes spent their learning time during reading, language arts, and mathematics. No significant differences between single- and multi-aged classes was found. Concludes that teachers found working in mixed-age classes very difficult, with most working as if they were teaching two different…

This report summarizes research literature on multiage classrooms, explaining how they operate, and describes a study of a low-performing, predominantly Native American school district which adopted multiage classrooms as its primary reform strategy. District teachers completed surveys about: planning; collaboration; student groupings and…

This study examined the perceptions of teachers experienced in working with mixed-age groups in child care settings for children from birth through age 12. A mixed-age group was defined as one with children having at least a two-year range in age. Questionnaires were mailed to 92 licensed family child care and school-age child care providers in…

Questionnaires were developed to get demographic, administrative, and pedagogical information from both rural and urban districts. Replies were received from 89.9 percent of the superintendents or directors of education, 83 percent of the principals of schools with multigraded classrooms, and 80 percent of the teachers of multigraded classes. An…

This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in…