Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis

Veenman, Simon

doi:10.3102/00346543065004319

Cited by 182 publications

(126 citation statements)

References 30 publications

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“…almost every country is a strong argument in favour of them [11]. For multigrade school pupils, e-learning can be an important tool in support of the learning procedure, upgrading educational quality, hence meeting educational as well as social targets [12], [13], [14].…”

Section: A Formal Educationmentioning

confidence: 99%

Costs of Low-Scale Distance Learning Programs: A Case of Distance Learning Courses in the Aegean Islands.

Tsolakidis

Fokiali

2010

Int. J. Emerg. Technol. Learn.

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Abstract-The advance of Information and CommunicationTechnology (ICT) and the reduction of cost in digital applications motivate course designers to develop new application of distance learning programs so as to meet the increasing educational needs in the knowledge-based society. As a consequence, distance learning courses are increasing in number, credibility and acceptability all over the world. The question is whether these programs are efficient in terms of costs. The main theme of this work is to investigate cost behaviour and estimate cost efficiency of distance learning courses applied in low-inhabited, remote islands. The target group consists of high school students of Grade I. The distance learning course that is designed uses several scenarios of the "what-if form" and reaches the conclusion that cost of such solutions is far lower than that of any traditional course, even at the absence of scale economies.Index Terms-Cost efficiency, cost effectiveness distance learning, remote islands. I. INTRODUCTION In the modern world Information and CommunicationTechnology (ICT) has penetrated dynamically in the field of education, supporting wide categories of educational programs that range between those entirely depending on technology and those based on traditional teaching and learning approaches. In the former case ICT provides a tool "sine qua non", while in the latter ICT is used as a tool that supports traditional educational methods in order to upgrade quality and improve the programs' effectiveness.An important category of programs that depend critically on ICT is that of distance and online education. In its contemporary sense, it consists of innovative instructional applications in which the teacher and the learner are separate in space and, possibly, in time, while technologyincluding the Internet-is engaged to act as the mediator that facilitates communication and interaction between the learner and the distant teacher [1].Despite the fact that technology is becoming increasingly important in education, and although the promises of distance learning are to a great extent financial in nature, cost issues in relation to ICT have not been studied as extensively as other matters referring to distance education [1]. It is only after the mid-1990s that cost issues in distance learning have attracted the interest of researchers. Even then, opposite to other areas of distance education, research in cost issues has not shown any spectacular explosion. The delay could be attributed to the fact that research questions concerning cost efficiency of distance learning are worth investigating only if the battle for rec-

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Section: A Formal Educationmentioning

confidence: 99%

Costs of Low-Scale Distance Learning Programs: A Case of Distance Learning Courses in the Aegean Islands.

Tsolakidis

Fokiali

2010

Int. J. Emerg. Technol. Learn.

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“…Ainsi, Veenman (1995) propose une catégorisation triple des contextes dans lesquels l'on retrouve des classes à niveaux multiples. Le premier est constitué des régions urbaines à forte densité de population qui connaissent un déclin des taux d'inscriptions.…”

Section: Présence Des Classes à Niveaux Multiples à L'échelle Internaunclassified

“…Étant donné le grand nombre d'études qui font partie de cette première caté-gorie, quelques auteurs en ont réalisé soit des synthèses, soit des méta-analyses (Mason et Burns, 1995;Miller, 1989;Naylor, 2000;Pratt, 1986;Russell, Rowe et Hill, 1998 ;Thomas et Shaw, 1992 ;Veenman, 1995Veenman, , 1996.…”

Section: Les Recherches Quantitatives Centrées Sur Le Rendement Des éunclassified

“…Les 17 recherches révisées relativement à ce point indiquent que sur le plan psychosocial, les élèves des classes à niveaux multiples réussissent aussi bien que les élèves de classes simples. Cinq recherches rapportent même des effets positifs significatifs pour les élèves des classes à niveaux multiples (Chace, 1961;Harvey, 1974;Knözer, 1985;Purl et Curtis, 1970;Rehwold et Hamilton, 1957; toutes mentionnées dans Veenman, 1995).…”

Section: Les Recherches Quantitatives Centrées Sur Le Rendement Des éunclassified

“…Si le premier groupe d'études descriptives nous a permis de constater que les classes à niveaux multiples existent en grand nombre au Canada comme à l'échelle mondiale (Veenman, 1995;Thomas et Shaw, 1992), il n'a jeté aucune lumière sur la réalité de ces classes, que ce soit sur le plan administratif et politique ou sur le plan du vécu quotidien de la salle de classe. Une deuxième catégorie d'écrits nous fournit cet autre type de données, en raison de leurs visées différentes.…”

Section: Recherches Descriptivesunclassified

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Les classes à niveaux multiples: point mort ou tremplin pour l’innovation pédagogique

Fradette

Lataille-Démoré

2005

rse

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Le présent article vise à mettre en exergue le paradigme d’homogénéité qui sous-tend les décisions et les pratiques reliées aux classes à niveaux multiples ainsi que les enjeux à la fois théoriques et politiques d’un tel paradigme. Une analyse critique du type de publications sur le sujet à l’échelle internationale (quelque quatre-vingts articles et documents) permet de constater le peu d’importance que les chercheurs en éducation accordent à ces classes, et ce, malgré leur grand nombre. Il ressort de cette analyse qu’on gagnerait à étudier leur fonctionnement, ces dernières pouvant constituer des foyers d’innovation pédagogique.This article discusses the paradigm of homogeneity that determines both the decisions and practices in multi-level classes, as well as issues related to the theoretical and political aspects of this paradigm. A critical analysis of the types of studies published internationally (eighty-four articles and documents) led to the finding that educational researchers accord little importance to these classes, even with their large number. This analysis points out the importance of studying the operation of these classes that could become a source for pedagogical innovation.El presente artículo trata de poner en relieve el paradigma de homogeneidad que sostiene las decisiones y las prácticas relacionadas con las clases de niveles múltiples, así como los desafíos teóricos y políticos de tal paradigma. Un análisis crítico del tipo de artículos publicados sobre el asunto a nivel internacional (alrededor de ochenta artículos y documentos) permite constatar la poca importancia que los investigadores otorgan a estas clases, a pesar que estas son presentes en gran cantidad. De este análisis se desprende que el estudio de su funcionamiento podría constituir un foco de innovaciones pedagógicas.Der vorliegende Beitrag wählt als Ausgangspunkt das Paradigma der Homogenität, das den Entscheidungen und Praktiken in Klassen mit multiplen Unterrichtsniveaus sowie den theoretischen und politischen Implikationen eines solchen Paradigmas zu Grunde liegt. Eine kritische Analyse der zu diesem Thema international veröffentlichten Beiträge (ca. 80 Veröffentlichungen) ergab, dass die Bildungsforscher diesen Klassen wenig Bedeutung beimessen, obwohl sie sehr zahlreich sind. Eine umfassendere Analyse der Arbeitsweise in diesen Klassen könnte sich als fruchtbar erweisen und darüber hinaus als Experimentierfeld für pädagogische Innovationen dienen

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Peer victimization in single‐grade and multigrade classrooms

Rambaran

Duijn

Dijkstra

et al. 2019

Aggressive Behavior

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Although peer victimization mainly takes place within classrooms, little is known about the impact of the classroom context. To this end, we examined whether single‐grade and multigrade classrooms (referring to classrooms with one and two grades in the same room) differ in victim–bully relationships in a sample of elementary school children (646 students; age 8–12 years; 50% boys). The occurrence of victim–bully relationships was similar in single‐grade and multigrade classrooms formed for administrative reasons, but lower in multigrade classrooms formed for pedagogical reasons. Social network analyses did not provide evidence that peer victimization depended on age differences between children in any of the three classroom contexts. Moreover, in administrative multigrade classrooms, cross‐grade victim–bully relationships were less likely than same‐grade victim–bully relationships. The findings did not indicate that children in administrative multigrade classrooms are better or worse off in terms of victim–bully relationships than are children in single‐grade classrooms.

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Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis

Cited by 182 publications

References 30 publications

Costs of Low-Scale Distance Learning Programs: A Case of Distance Learning Courses in the Aegean Islands.

Costs of Low-Scale Distance Learning Programs: A Case of Distance Learning Courses in the Aegean Islands.

Les classes à niveaux multiples: point mort ou tremplin pour l’innovation pédagogique

Peer victimization in single‐grade and multigrade classrooms

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