Learning opportunities for all: pedagogy in multigrade and monograde classrooms in the Turks and Caicos Islands

Berry, Christopher J.

doi:10.1007/1-4020-4591-3_2

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…However, multigrade research in other countries often provides better examples in this regard, including Sri Lanka (Vithanapathirana 2006), the Turks and Caicos Islands (Berry 2001(Berry , 2006, and Vietnam (Vu and Pridmore 2006). More generally, Little (2006) provides an extensive review of the literature on multigrade schools outside Latin America.…”

Section: Chilementioning

confidence: 99%

Evaluating multigrade school reform in Latin America

McEwan

2008

Comparative Education

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Section: Chilementioning

confidence: 99%

Evaluating multigrade school reform in Latin America

McEwan

2008

Comparative Education

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“…The same pupils would then go on to study the syllabus of Years 3 and 6, respectively, the following year. While exposure to work at different grade levels may benefit some learners by reinforcing and extending their learning opportunities (Berry, 2006), it is nonetheless likely that it will cause undue cognitive strain on others; in other words, what is moderately challenging and motivational for one learner, may be far too difficult for another (Smit & Humpert, 2012).…”

Section: Introductionmentioning

confidence: 99%

Evidence from a blended remote learning intervention in Greek small rural primary schools

Lymperis

2021

JALT

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The present research evaluates the impact of a blended remote learning intervention on the English as a Foreign Language (EFL) attainment of 8-12-year-old children living in rural parts of Greece who, contrary to their urban counterparts, have no access to English language instruction in their schools. Rooted in a sociocultural understanding of development and the idea that subject matter and academic learning cannot be separated from activities such as social identification, co-construction of understanding and identity development, the present intervention was fundamentally centred around three key concepts: collaborative enquiry, authenticity, and self-paced mastery. Drawing on findings from the quantitative strand of an embedded mixed methods intervention design, the study reveals positive benefits from participation in the blended distance learning intervention with respect to children's vocabulary and grammar knowledge as well as their aural comprehension skills. Moreover, findings indicate that, in the case of small multigrade schools in Greece, a blended distance learning approach is likely to be effective at raising EFL attainment at a comparable cost level to that of faceto-face programmes. The study thereby contributes to an emerging body of international research on pedagogically and financially viable implementations of blended distance learning involving primary learners in resource-poor settings.

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“…Both social and cognitive learning can be scaffolded across age and gender boundaries and make greater use of student"s readiness to learn. A study conducted in the Turks and Caicos Islands found that scaffolding enabled weaker students in multigrade classes to gain higher scores in language tests than similar students in monograde classes (Berry, 2006).…”

mentioning

confidence: 99%

Adapting the primary‐school curriculum for multigrade classes in developing countries: a five‐step plan and an agenda for change

Pridmore¹

2007

Journal of Curriculum Studies

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This paper draws on the findings from an international programme of research that has demonstrated the need for multigrade teachers in many developing countries to be given more support in adapting monograded curricula to the needs of their multigrade classes. It describes four empirical models of multigrade practice and examines the models of curriculum construction and child learning that inform them. It then presents an original five-step process that can be used by curriculum planners to adapt monograded curricula, taking account of the different empirical models of multigrade practice. Finally, it outlines a strategy for implementing such a process by providing further support to strengthen curriculum units and improve teacher education that may enable the experimental work that has been started to take root and have real impact on the ability of their countries to reach the Millennium Development Goals for Education by 2015.

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Learning opportunities for all: pedagogy in multigrade and monograde classrooms in the Turks and Caicos Islands

Cited by 4 publications

References 17 publications

Evaluating multigrade school reform in Latin America

Evaluating multigrade school reform in Latin America

Evidence from a blended remote learning intervention in Greek small rural primary schools

Adapting the primary‐school curriculum for multigrade classes in developing countries: a five‐step plan and an agenda for change

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