In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies key issues…

This guide for primary school teachers presents commonly asked questions and answers. Chapter 1, "How Do I Set Up My Classroom?" discusses desk and furniture arrangement. Chapter 2, "How Do I Survive the First Days of School?" offers tips for meeting and greeting students, establishing routines, and presenting activities.…

A structure for a class using the inquiry or problem-solving method of teaching is presented to maximize interaction between the members of the class. This structure involves geographic concepts of orientation, distance, shape and size of group. (Author)

A summary with examples of the use of the environment in the teaching of mathematics in British elementary schools. (MM)

Describes how 18 teachers (in Wayland, Massachusetts), working with students at a variety of reading levels in third through sixth grades, taught reading via paperback books. (SW)

Discussing research on the effects of developmental differences, task characteristics, teacher feedback, and classroom management and organization on children's perceptions of their abilities, this article speculates on whether and how these perceptions influence children's behavior. (Implications of this research for classroom practice are also…

Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

Describes a child-centered reading program for a group of 10- to 11-year-old reluctant readers. (JL)

A student teacher describes his experiment to foster experiential learning in a secondary sociology class by allowing the students to determine their own classroom society and teaching and evaluation methods. He also describes the unfavorable reaction of his cooperating teacher. (NEC)

Reports a survey of nine northern Illinois high schools on provisions for retarded readers. Information is presented on course structures, admission policies, grading, class management, and instructional materials. Conclusions are drawn about criteria for a successful high school remedial reading program. (SJL)

Describes a five-phase management procedure for activity-based science programs: teacher/student preparation, pre-activity discussion, distribution of materials, experimentation, and discussion and clean-up. Suggests that the classroom will be less restrictive but with enough organization and structure to maintain order during activities. (SK)

Reports a study of the teaching of basic reading skills in secondary schools. Through systematic observations of classrooms, several key variables were identified which related to reading gains measured by the Comprehensive Test of Basic Skills. Several administrative practices important to successful remedial reading programs are also delineated.…