Diversity and inclusion in rural South African multigrade classrooms

Taole, Matshidiso Joyce

doi:10.1080/13603116.2018.1520310

Cited by 15 publications

(14 citation statements)

References 11 publications

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“…Based on this study results, multigrade teachers do praying, using the web, having time management, and self-conditioning. Multigrade teachers relied heavily on teacher-centered methods (Taole, 2020), shared their resources (Msimanga, 2019), performed flexible grouping practices (Casserly, Tiernan, & Maguire, 2019), initiated self-directed learning, peer tutoring, and cooperative learning (Msimanga, 2020), had various teaching methods such as peer teaching, integrated teaching and having resources in the community, nature and discarded materials (Mortazavizadeh et al, 2017), employed different strategies such as classroom management, collaborative learning, differentiated instruction, connecting lessons to real life, and integrating technology (Naparan & Alinsug, 2021). Little (2005) argues that many policymakers need to be aware of the Multigrade reality and then develop resources, planning, curriculum, materials, teacher preparation, and assessment strategies in collaboration with teachers.…”

Section: Discussionmentioning

confidence: 99%

Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

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Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.

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Section: Discussionmentioning

confidence: 99%

Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

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“…But regular monitoring and teachers' understanding is important for effective distance learning. As teaching and learning are complex exercises that require teachers to fully understand the effects of context and learner variability [28], [29]. McDonald and Tufue-Dolgay [30] considered that the teachers of such remote areas should be provided with more training for professional growth to implement inclusive practices and develop resources that are ethnically pertinent for learning efficacy.…”

Section: Recommendations For Policy and Practicementioning

confidence: 99%

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Yesmin¹,

Khan

2021

IJERE

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This paper depicts the current panorama of virtual learning of the tribal students in Bangladesh with the constrictions and possible solutions. The study aimed to deal with the major issues about tribal students’ online education by bringing out the key restraints of their distance learning and the possible solutions. The researchers followed a mixed method using a 5-point Likert Scale to point out the learner sensitivities, an online Focus Group Discussion (FGD) to know specific information from all the tribes who participated in the study. Additionally, four different questions were also set for multiple response analyses. The results suggested that the tribal students have not agreeably received adequate facilities such as technological support, university funding, departmental encouragements, or monetary benefits from the quota system in the current pandemic (COVID-19) time to attend virtual learning sessions though they expect arrangements and future steps for academic learning. All institutions also could not provide them adequate opportunities to attend online classes. In conclusion, the study proposed some imperative measures for example, inclusion of flipped classroom, introducing blended learning henceforth, revising quota facilities, adequate electricity support and internet connection, to help the tribal students as they should not get deprived.

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“…En este contexto se ha señalado la libertad que tienen los docentes para elegir el momento y las estrategias a utilizar, destacando el potencial que tiene para el aprendizaje planificar cuidadosamente cómo y cuándo utilizarlas (Mineduc, 2017b;UNESCO, 2015). No obstante, la evidencia muestra que no siempre se hace una combinación de estas, predominando el uso de estrategias más orientadas a homogenizar a los alumnos, sin promover la circulación de saberes (p. e. Boix y Bustos, 2014;Hyry-Beihammer y Hascher, 2015;Taole, 2020).…”

Section: Propósito De Las Estrategias De Enseñanza En Contextos Multigradounclassified

“…Recientemente, han comenzado a investigarse los efectos de la instrucción diferenciada o diferenciación como estrategia para hacer frente a la heterogeneidad del aula multigrado (p. e. Shareefa, 2021;Taole, 2020). Esta implica la mediación del currículo para la enseñanza, el nivel del contenido y los materiales para la planificación y ejecución de actividades diferenciadas que den respuesta a las distintas necesidades de aprendizaje en una clase en que las edades pueden variar hasta en siete años (Taole, 2017).…”

Section: Propósito De Las Estrategias De Enseñanza En Contextos Multigradounclassified

Diseño de unidades STEM integradas: una propuesta para responder a los desafíos del aula multigrado

2021

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La enseñanza multigrado tiene el desafío de garantizar oportunidades de acceso a experiencias de aprendizaje auténticas y relevantes, tal como aquellas a las que pueden optar los alumnos en contextos tradicionales de escolaridad. En este artículo de reflexión argumentamos que una forma de hacer frente a este y otros desafíos de la enseñanza en contextos multigrado es implementar la educación STEM, apoyando y alentando a los docentes a diseñar unidades curriculares STEM integradas. Comenzamos este artículo compartiendo algunas consideraciones sobre los principales desafíos de la educación multigrado y el potencial que tiene la educación STEM integrada para abordarlos. A continuación, analizamos el propósito de diversas estrategias de enseñanza en contextos multigrado reportadas en la literatura y exponemos los principales desafíos asociados al diseño de unidades STEM integradas, identificando aspectos clave que se deben considerar para desarrollar este tipo de propuestas en tales contextos. Finalmente, sobre la base de los aspectos identificados, ofrecemos una alternativa para acercar la educación STEM al aula multigrado, proponiendo un marco que oriente el diseño de unidades STEM integradas en estos contextos.

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Diversity and inclusion in rural South African multigrade classrooms

Cited by 15 publications

References 11 publications

Challenges and Coping Strategies of Multi-Grade Teachers

Challenges and Coping Strategies of Multi-Grade Teachers

Virtual learning of the tribal students in Bangladesh: Constrictions and propositions

Diseño de unidades STEM integradas: una propuesta para responder a los desafíos del aula multigrado

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