Classroom Time and Achievement in Mixed Age Classes

Veenman, Simon; Voeten, Marinus; Lem, Piet

doi:10.1080/0305569870130105

Cited by 28 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When entering a multigrade or single-grade class, one might assume from the physical seating arrangements that some form of CL takes place, but essentially each pupil works and achieves alone within the group setting. The dominant pattern of classroom organization is whole-class instruction (Veenman et al, 1987). These observational ndings are in agreement with the outcomes of British studies by Galton et al (1980) and Bennett & Dunne (1994), who also found that, although pupils sit in groups, there is usually no speci c demand for pupils to work together and the group is rarely given the opportunity to work on a group task.…”

Section: Cooperative Grouping In Dutch Primary Schoolssupporting

confidence: 78%

Cooperative Learning in Dutch Primary Classrooms

Veenman¹,

Kenter²,

Post³

2000

Educational Studies

Self Cite

View full text Add to dashboard Cite

This study examines teachers' use and evaluation of cooperative learning along with pupils' reactions to cooperative grouping and the quality of the group cooperation in a sample of Dutch primary school teachers who implemented cooperative learning methods. Teachers reported that cooperative learning occurred in their classrooms about four times a week. Teachers reported social skills, on-task behaviour and pupil self-esteem to improve as a result of having pupils work in groups. The pupils reported a positive attitude towards cooperative group learning and rated their work in groups as effective. About half of the teachers reported problems with the monitoring of the cooperative groups. Observations showed the time-on-task levels of the pupils working in groups to be high, but effective learning and cooperation not to be promoted. The teachers devoted little time to the teaching of groupwork skills. In general, the implementation of cooperative grouping was found to lack the features recommended in the literature for effective cooperative learning.

show abstract

Section: Cooperative Grouping In Dutch Primary Schoolssupporting

confidence: 78%

Cooperative Learning in Dutch Primary Classrooms

Veenman¹,

Kenter²,

Post³

2000

Educational Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…(c) classroom management. (d) the organization of independent practice or learning, and (e) the formulation of clear and collectively agreed-upon goals for making the multigrade school work (Krai, 1995;Lem, Veenman, & Voeten, 1990;Veenman, Lem, & Voeten, 1988;Veenman, Lem, & Winkelmolen, 1985;Veenman, Voeten, & Lem, 1987).…”

Section: Veenmanmentioning

confidence: 99%

Effects of Multigrade and Multi-Age Classes Reconsidered

Veenman

1996

Review of Educational Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…It is possible that teachers apply monotonous teaching approaches because they find teaching in multi-grade classes to be difficult (Aðalsteinsdó ttir, 2000;Eggertsdó ttir, 1999;Veenman et al, 1987). Teachers may lack the knowledge and understanding required to take a structured approach towards differentiation.…”

Section: Discussionmentioning

confidence: 98%

“…There are, however, some disadvantages. Research has revealed that teachers find classroom management more difficult in multi-grade and mixed-ability classes (Eggertsdó ttir, 1999;Reid, Clunies-Ross, Goacher, & Vile, 1982;Veenman, Voeten, & Lem, 1987). Teaching in multi-grade classes requires a curriculum that offers opportunities for pupils to practise a range of skills in a crosscurriculum context (Galton, Fogelman, Hargreaves, & Cavendish, 1991;Malmros & Norlén, 1984;Miller, 1989Miller, , 1996Veenman, 1995).…”

Section: Introductionmentioning

confidence: 96%

“…Teaching in multi-grade classes requires a curriculum that offers opportunities for pupils to practise a range of skills in a crosscurriculum context (Galton, Fogelman, Hargreaves, & Cavendish, 1991;Malmros & Norlén, 1984;Miller, 1989Miller, , 1996Veenman, 1995). Such variation requires teachers to be knowledgeable about suitable approaches for teaching in multi-grade classes and to have a thorough knowledge of individual needs (Galton, 1989;Miller, 1989;Veenman et al, 1987;Vinterek, 2003). Thus the presence of multi-grade classes should be a challenge for teachers to apply teaching methods befitting children with differing age and abilities-methods that can enhance pupils' educational, social and emotional development.…”

Section: Introductionmentioning

confidence: 96%

See 1 more Smart Citation

Small Schools in North‐east Iceland

Ađalsteinsdóttir

2008

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

The theory upon which this study is based led to four predictions: (1) the small number of pupils in small schools creates opportunities to develop close teacher-pupil relationships and enables teachers to consider pupils' individual needs;(2) small schools can provide opportunities for fruitful co-operation among staff and, consequently, create opportunities to establish clear aims for the school; (3) the existence of multi-grade classes in small schools calls for teaching approaches especially suited for such classes; and (4) small communities can facilitate relationships between teachers and parents and thereby enrich the curriculum through the detailed knowledge about pupils that teachers can garner from parents. The sample consisted of all teachers in 17 small schools in north-east Iceland. On the whole, the results of this study suggest some flaws in these schools that may have considerable consequences for pupils. The results indicate that the predicted advantages of the small schools are not being utilised.

show abstract

Classroom Time and Achievement in Mixed Age Classes

Cited by 28 publications

References 7 publications

Cooperative Learning in Dutch Primary Classrooms

Cooperative Learning in Dutch Primary Classrooms

Effects of Multigrade and Multi-Age Classes Reconsidered

Small Schools in North‐east Iceland

Contact Info

Product

Resources

About