Multigrading in Elementary Education

Franklin, Marian Pope

doi:10.1080/00094056.1967.10729219

Cited by 7 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, many studies have been made in the United States on mixed-age grouping (see, for example, research by Vogel and Bowers, 1966;Franklin, 1967:. Murray, 1972Bunting and Firlik, 1974) and on children's-teaching-other-children (Riessman, 1965;Lippitt, 1968;Thelen, 1969).…”

Section: Support From Researchmentioning

confidence: 99%

Family-Style Grouping: Yes or No?

Firlik

1976

Childhood Education

View full text Add to dashboard Cite

Section: Support From Researchmentioning

confidence: 99%

Family-Style Grouping: Yes or No?

Firlik

1976

Childhood Education

View full text Add to dashboard Cite

“…When older students are asked to serve as leaders in class, their self-esteem and leadership qualities will be improved (Stehney, 1970). Also, multi-grade classroom improves the emotional growth of students, for example, the growth of the protective attitudes to younger children (Franklin, 1976).…”

mentioning

confidence: 99%

Challenges and Disadvantages of Multigrade Teaching: Qualitative Research

Khazaei¹,

Ahmadi²,

far³

et al. 2016

SaE

View full text Add to dashboard Cite

This study aimed to analyze the challenges of multi-grade classrooms from teachers' views in order to improve the educational process. Research population included all teachers of multi-grade classrooms who live and work in Aleshtar City. Among 168 teachers 13 persons were selected by purposive sampling method. A non-structured interview was used as a research tool in the experiment. The data analysis was performed using content analysis method. The results have shown that the teachers face the following problems in multi-grade classrooms: lack of time, lack of students' motivation, academic failure, lack of proper class management, inappropriate age composition, lack of attention to students' individual needs, lack of educational facilities, lack of educational justice and inadequate authorities' support. The following recommendations were provided according to the results of the study in order to improve the educational process of multi-grade classrooms: it is suggested to provide required incentive for teachers by considering special privileges; it is necessary to revise the volume of textbooks for the students and special textbooks with more appropriate contents; it is recommended that education authorities equip such schools with proper teaching aids and materials instead of reducing their number; it is suggested to engage experts of multi-grade education in the departments of education to deal with the problems of teachers of such classes; it is suggested that educational authorities apply the successful experience of other countries in the field of multi-grade classroom, etc.

show abstract