Reviews research about the effects of multiage grouping particularly focusing on the differences in achievement and attitudes between students in multiage and single-grade classes and the implications of those differences. Maintains that the value of multiage instruction rests in its ability to foster positive self-esteem and enhance student…

The contributions of peer acceptance, friendship, social status, and age relative to mixed-age classmates to children's' attitudes toward school and to achievement in ungraded primary school were studied with 323 ungraded elementary school students. Attitudes toward school were positively related to achievement scores. Predictive variables are…

This study compared the task activities and social interactions of 10 five-year-old kindergarten children in a mixed-age (MA) classroom of children age 4 through 6 to those of ten 5-year-old kindergartners in an organizationally equivalent same-age (SA) classroom. Compared to children in the SA class, kindergartners in the MA class remained…

A three-day experiment set up by an early childhood teacher explored Piaget's view that children younger than age eight lack ability to take another's point of view. The experiment focused on a bear, the class mascot, and observations of children's empathetic behavior toward its "injury." Age-related differences in the children's…

Examined age and gender mixing among students, ages 4-19, at an ungraded, self-directed, democratically structured school. Found that age mixing was more frequent for 12- to 15-year-olds than for younger or older students, and that gender mixing was less frequent for 8- to 11-year-olds than for any other age group. (MDM)

Surveys how British primary schools group their students for different school subjects, such as according to class ability or mixed ability grouping. Finds that most schools used the class ability groupings, either in mixed or ability groupings. Includes references. (CMK)

Notes that, despite concerns from parents and caregivers, recent research suggests that major benefits result from multiage grouping. Examines the concept of multiage grouping and explores practical issues raised by parents, teachers, and administrators in the Early Childhood Research Center at the State University of New York at Buffalo as it…

This article presents an action research conducted by a group of teachers comparing multiage with same-age interactions of children, especially among toddlers. The research involving 31 children ranging in age from two through five-and-a-half was conducted under optimal conditions, with small groups, low teacher-child ratios, and highly trained…

This study evaluated the teaching methods of 11 day care teachers and caregivers at a university-sponsored center to determine if: (1) the teachers used different strategies for same-age and mixed-age groups of children; (2) there are differences in strategies used by less- and more-experienced teachers; and (3) teachers used specific strategies…

This article reviews the best evidence concerning the cognitive and noncognitive effects of multigrade (students of more than one grade taught by one teacher) and multiage (students grouped for expected benefits) classrooms. Studies of noncognitive, cognitive, and achievement effects reveal no adverse effects of learning in such classrooms. (SLD)

Notes the increasingly popular pedagogy of service learning. Describes an intergenerational service learning project that brought together preschoolers, elderly, and at-risk elementary school students, included both direct service and indirect service, and made valuable contributions to young children's developing literacy, social-emotional,…

Examined along three assessment criteria (self-esteem and attitudes toward school, writing, and reading) the effects of literature-based mixed-age grouping compared to traditional grouping that emphasized a basal-reader approach in language arts. Found significantly higher increases in pretest-posttest scores for students in mixed-age settings.…

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…

The concept of social capital refers to the resources of networks, norms or shared values, and trust to which individuals have access as community members. A reason to consider intergenerational learning in the context of social capital is awareness of unequal access to positive social capital and the risk that social exclusion and disadvantage…

Argues successful intergenerational curriculum should meet the following criteria: (1) developmentally appropriate; (2) socially appropriate for impaired adults; (3) functionally appropriate; and (4) coexploration and mutual benefit. Suggests activities including free conversation, singing, music, telling or reading stories, and cooking. Advocates…