Effects of Multigrade and Multi-Age Classes Reconsidered

Veenman, Simon

doi:10.3102/00346543066003323

Cited by 49 publications

(39 citation statements)

References 18 publications

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“…Findings also revealed no clear sex differences in bullying involvement across the three classroom types, after controlling for network structure, and age/grade. This is surprising given evidence on the differences between girls' and boys' friendship networks during the middle to late childhood developmental period (see Rose & Rudolph, 2006), with important differences found in playmate selection, friendship formation (Maccoby, 1998) to control or harm others is peer perceived popularity (Salmivalli, 2010), or more broadly defined status differences, for instance in the form of SES (Chaux & Castellanos, 2015), majority/minority status or LGBT status (Juvonen & Graham, 2014 Kyne, 2005;Veenman, 1995Veenman, , 1996; but see Mason & Burns, 1996). In this study, we extend previous research by showing that there was also no clear indication that multigrade classrooms increased the risk of victimization by classmates compared with single-grade classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research points in the direction that children in administrative multigrade classrooms are not better or worse off in terms of socio-cognitive outcomes (e.g., academic achievement and social adjustment; Mulryan- Kyne, 2005;Veenman, 1995Veenman, , 1996; but see Mason & Burns, 1996). When transitioning to a multigrade classroom organization, parents worry about their child's progress and well-being.…”

Section: Implications Of the Researchmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

Section: Implications Of the Researchmentioning

confidence: 99%

Peer victimization in single‐grade and multigrade classrooms

Rambaran

Duijn

Dijkstra

et al. 2019

Aggressive Behavior

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“…Tatsächlich zeigten sich dabei nur wenige Belege für eine Überlegenheit jahrgangsübergreifenden Lernens. Vielmehr erga-ben die meisten Studien, in denen Leistungen oder sozio-emotionale Merkmale der Kinder aus jahrgangübergreifenden und anders organisierten Klassen (meist jahrgangsbezogen) verglichen wurden, keine Unterschiede (Gutierrez & Slavin, 1992;Hattie, 2009;Kucharz & Wagener, 2007;Kuhl, Felbrich, Richter, Stanat & Pant, 2013;Th oren, Bröder, Gelke & Brunner, 2016;Veenman, 1995Veenman, , 1996. Die wenigen Studien, die positive Eff ekte nachweisen konnten, haben keine leistungsbezogenen Outcomes, sondern das psychosoziale Wohlbefi nden (Hattie, 2009), die Lernfreude und die Anstrengungsbereitschaft (Kuhl et al, 2013) (Cronbach, 1951); für die Jahre 2012/13 und 2015/16 wurden die Daten IRT-skaliert.…”

Section: Empirische Befunde Zum Zusammenhang Von Jül Mit Der Leistungunclassified

Jahrgangsübergreifendes Lernen (JÜL): Auswirkungen auf die Leistungsentwicklung in Deutsch und Mathematik in ethnisch heterogenen Schulen

Thoren¹,

Hannover²,

Brunner³

2019

Bildungsforschung Mit Daten Der Amtlichen Statistik

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Zusammenfassung Eine stark heterogene Schülerschaft gilt für Schulen als herausfordernd für das Erreichen leistungsbezogener Bildungsziele. Wir untersuchen, ob Lernen in über drei Jahrgangsstufen zusammengefassten Gruppen (Jahrgangsübergreifendes Lernen; JÜL-3) die Leistungsentwicklung in Schulen mit einer ethnisch heterogenen Schüler schaft in besonderem Maße unterstützen kann. Die Ergebnisse zeigen, dass unter Kontrolle der Vorleistung JÜL-3-Schulen mit hohen Anteilen an Schüler*innen mit Migrations hintergrund relativ zu vergleichbaren Schulen, die jahrgangsbezogen unterrichten, einen Leistungsvorsprung in Deutsch (standardisierte Mittelwertdiff erenz [SMD]: SMD = 0,19) und in Mathematik (SMD = 0,16) erzielten. Es wird diskutiert, inwiefern eine Leistungsförderung durch JÜL insbesondere an Schulen erfolgreich ist, die durch eine heterogene Schülerschaft herausgefordert sind. AbstractTh e achievement of high learning outcomes is challenged by a school's highly heterogeneous student body. We investigate whether learning in groups comprising three age cohorts (mixed-age learning; JÜL-3) can be particularly supportive of competence development in schools with ethnically heterogeneous students. Results show that, controlling for prior achievement, JÜL-3 schools with a high proportion of students from an immigrant background achieved an average performance (measured in standardized mean diff erences [SMD]) in German that was SMD = 0.19 better and an average performance Steuerungsinstrumente und Evidenzquellen im Vergleich DDS, 14. Beiheft (2019) in mathematics that was SMD = 0.16 better than in comparable schools teaching their students in groups separated by age. We discuss whether the promotion of learning outcomes by JÜL is particularly successful in schools, which are challenged by a heterogeneous student population.

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“…The more they experience situations of literacy in the social context, the more complex, deliberate, planned and continuous is the level of their activity, which ends in a solution [39]. Multi-age learning helps the selfadjustment [40].…”

Section: Samplementioning

confidence: 99%

Activation of Community Television and its Influence on Students’ Creative Thinking Level

Aflalo¹,

Offir²

2010

PSYCH

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The goal of the research was to examine whether a relation exists between students' experience in community television and changes in their creative thinking ability. Community television is a tool that enables the expression of wishes, opinions, ideas, thoughts, experiences and skills via community television broadcasts. Learning in community television affords experience with different types of activities. Each role requires different skills and characteristics. In the present research we used job analysis to characterize the different experiences within the framework of community television. Job analysis is a technique for presenting detailed information on activities carried out within the framework of the job. The job analysis used in this research is based on a list of abilities, traits, skills and fields of knowledge from which the person suitable for the role should be chosen. The influence of students' experience in community television on their creative thinking level was examined, as well as whether different experiences in community television have a different effect on the students' creative thinking. The research population included 157 subjects who underwent a set of tests for evaluating their creative tendency (curiosity, originality, and general creativity score). All subjects experienced the production of a movie, while learning the secrets of television production and experiencing production roles according to their personal choice (director, editor, photographer, actor). The choice of experience was made according to each student's personal choice, with the aim of enabling the expression via multiple intelligences. The tendency to creativity was measured using a tendency to creativity questionnaire [1]. After the learning and the process of producing the movie, the subjects took the same set of tests in order to examine the change that took place following this process. They were also interviewed in order to discover their opinions and feelings regarding the process they underwent. Analysis of the tests and the interviews indicates that students who experienced community television production roles improved their creative tendency level in all experience roles: director, editor, photographer and actor. An open experience system that integrates different levels of experience and active learning, autonomous learning and affords expression for multiple experiences with the aim of creating a common project in which all contribute their share towards the final product can develop the tendency for creativity among students.

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Effects of Multigrade and Multi-Age Classes Reconsidered

Abstract: (1996)

Cited by 49 publications

References 18 publications

Peer victimization in single‐grade and multigrade classrooms

Peer victimization in single‐grade and multigrade classrooms

Jahrgangsübergreifendes Lernen (JÜL): Auswirkungen auf die Leistungsentwicklung in Deutsch und Mathematik in ethnisch heterogenen Schulen

Activation of Community Television and its Influence on Students’ Creative Thinking Level

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