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Direct linkCarter, Paula – Young Children, 2008
A multiage first, second, and third grade classroom includes brothers, sisters, cousins. Two teachers use a developmentally appropriate approach while juggling teaching responsibilities and administering the many tests required by No Child Left Behind. Carter explains their four priorities for children: attendance, responsibility, honesty, and…
Descriptors: Siblings, Reading Achievement, Multigraded Classes, Mixed Age Grouping
Peer reviewedMacIntyre, Karen P. – Young Children, 1998
Describes how the collaboration of teachers with different educational philosophies and a monthly joint project led to the development of a trial multiage classroom with pre-first and pre-kindergarten students. Maintains that differences in educational philosophies can help provide the means to create a balanced environment for children and…
Descriptors: Cooperative Planning, Educational Principles, Innovation, Mixed Age Grouping
Peer reviewedFriedman, Jay; Koeppel, Janis – Young Children, 1990
Discusses development and implementation of a writing workshop that combined prekindergarteners' language development with first graders' writing experiences. (BB)
Descriptors: Grade 1, Language Acquisition, Multigraded Classes, Peer Relationship
Peer reviewedNachbar, Randa Roen – Young Children, 1989
Describes the "workability" of a K/1--kindergarten/first grade--multi-age classroom. (BB)
Descriptors: Admission (School), Beginning Reading, Class Activities, Classroom Design
Peer reviewedTheilheimer, Rachel – Young Children, 1993
Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social…
Descriptors: Child Development, Classroom Environment, Early Childhood Education, Group Activities
