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1.
A large proportion of teachers throughout the world teach in multigrade classrooms, or classes with more than one grade level. It is reliably predicted that the number of multigrade classes will increase in the future. This paper addresses the issue of teacher education for multigrade. The main thesis of this paper is that the professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. However, many of these skills need to be given a specific multigrade emphasis in the context of the preparation of teachers for multigrade teaching. This does not necessitate separate teacher education programmes for multigrade teachers. The paper makes comparisons between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense. The content of programmes aimed at the specific preparation of multigrade teachers are examined, and a categorisation of specific areas of content that need particular emphasis in the context of teacher education for multigrade is provided. 相似文献
2.
Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands 总被引：1，自引：0，他引：1
This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research. 相似文献
3.
Multigrade schooling in Turkey: An overview 总被引：1，自引：0，他引：1
This paper reviews multigrade schooling in Turkey, with an emphasis on its status in the education system, as well as the curriculum practices, teacher training and problems associated with it. It is viewed by the State as an “inevitable” practice that arises through limited number of pupils and classrooms in small and scattered settlement areas where population density is low and is perceived as a system that needs to be abolished. The review concludes, by contrast, that multigrade schooling is advantageous for Turkey as it provides access to at least 5 years of education for thousands of children. 相似文献
4.
Pat Pridmore 《课程研究杂志》2013,45(5):559-576
This paper draws on the findings from an international programme of research that has demonstrated the need for 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 a 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. 相似文献
5.
Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview 总被引：1，自引：0，他引：1
E. Hargreaves C. Montero N. Chau M. Sibli T. Thanh 《International Journal of Educational Development》2001,21(6)
This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms. 相似文献
6.
Pawan Kucita Charles Kivunja T.W. Maxwell Bawa Kuyini 《International Journal of Educational Development》2013
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. 相似文献
7.
This study describes the long‐term effects of a staff development programme based on selected findings from teaching effectiveness research in schools with multigrade or mixed‐age classes. The short‐term effects of this programme were examined in two studies directed at schools with multigrade classes. The first improvement study was conducted in the school year 1986/87; the second improvement study was conducted in 1989/90. In the latter study, the effects of coaching in addition to participation in the staff development programme were also evaluated. In the school year 1992/93, a retention or follow‐up study was conducted. A quasi‐experimental, treatment‐control group design was used to test the long‐term effects of the programme ‘Dealing with multigrade classes’ and the effects of coaching. Based on pre‐ and post‐training classroom observations, the follow‐up study revealed a significant treatment effect for the time‐on‐task levels of the pupils in the multigrade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and uncoached teachers and between the teachers who followed the programme either 2 or 5 years ago. No significant differences were found between the post‐test and the retention test. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers. 相似文献
8.
As one of the world's largest and most diverse countries, Indonesia faces an enormous challenge as it seeks to upgrade the skills and knowledge of its widespread primary teacher workforce. This challenge is even more acute in remote rural areas, where practising teachers require specialized training to work in classrooms with children of different ages and grades. Yet, due to their remote locations, these teachers have little access to training opportunities, and teacher educators have few opportunities to assess their needs. To explore training needs and instructional strategies employed by rural teachers, we conducted a case study of nine rural schools in the district of Bogor, West Java. We interviewed headmasters and teachers in these schools, instructors at a major Indonesian university, and a district official. We found that while rural teachers generally consider their training to be helpful, they receive little guidance to help them manage and teach large multigrade classes. As a result, pedagogical practices and perspectives vary across nine schools in the same rural district. At the same time, a growing number of “contract teachers” in these schools has reduced the number of multigrade classrooms while increasing the need for training of novice teachers in rural schools. 相似文献
9.
Birgit Paju Lauri Räty Raija Pirttimaa Elina Kontu 《International Journal of Inclusive Education》2016,20(8):801-815
Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents’ confidence in and knowledge of teaching SEN pupils. The results indicate that teachers’ qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice. 相似文献
10.
Angela W. Little 《International Journal of Educational Development》1996,16(4):427-438
This paper relates contemporary educational research to processes of globalisation. While the activity of educational research is essentially cultural, its production is also economic. As global research agenda emerge, the cultural contexts of those who generate funds and ideas for them are increasingly remote from those in a position to utilise research for the promotion of learning.This paper examines two bodies of research in international education located at very different points in the educational research hierarchy. The first, educational assessment, is extensive and accessible to a worldwide audience of researchers, policy-makers and practitioners in education. The second, multigrade teaching, is small, dispersed and accessible only to those who exercise a dogged persistence.The review of educational assessment underlines the need for a greater contextualisation of research and a greater sensitivity to the context of research by global policy-makers. It raises imperatives for the future conduct of research on educational assessment and international education more generally, and identifies areas for future research on the reciprocal effects of globalisation and educational assessment. The review of multigrade teaching describes briefly what multigrade teaching is, its extent, its relative neglect by researchers and policy-makers, and differences in the economic and educational contexts of the North and the South of the multigrade debate. 相似文献
11.
Kenneth Tobin 《International Journal of Science Education》2013,35(5):475-484
A review of research relating to the problem of using research findings to improve classroom practice is presented. There are two aspects to this problem: familiarizing teachers with relevant research and identifying an aspect of teaching that needs to be improved. Research conducted in local settings appears to have most relevance to teachers and is more likely to be accepted by them. Studies indicate that research can have an impact on practice as long as teachers are involved in identification of problems in their class and are provided with a context in which they can learn the strategies to be implemented and understand why they are likely to improve teaching. Teachers need opportunities to practice teaching in peer groups where errors can be made without jeopardizing student learning; receive performance feedback; practice the strategies in their own classes; observe others teach; and discuss teaching with others. Strategy analysis, coaching and peer coaching are techniques which enable most of these criteria to be met and to facilitate science teaching improvement. 相似文献
12.
This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations. 相似文献
13.
14.
Wilfried Admiraal Maartje Buijs Wout Claessens Terence Honing Jan Karkdijk 《Educational Action Research》2017,25(2):316-331
The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers. 相似文献
15.
Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For that purpose, we seek a set of operational design principles that could be used to optimally exploit web-based interactive rich-media technologies. By operational design principles, we mean guidelines that facilitate decision making in the creation of learning conditions. In this article, we report on a study of the effect of embedded animated clips of instructional practice in online interactive forum/chat to support teachers in learning to notice and interpret critical events of classroom interactions. The study showed that both novice and experienced teachers actively participated in discussion and effectively noticed important events of teaching practice. The main findings include the following: (a) Embedding animated representations of teaching in forum/chat, by serving as a common point of reference, helps both novice and experienced teachers effectively notice and discuss noteworthy events in teaching practice; (b) forum suits novice teachers better than chat; and (c) both forum and chat suit experienced teachers in different ways. This study is a critical step in a design-based research agenda toward the building of more complex virtual settings for teacher education. 相似文献
16.
P. Holt Wilson Paola Sztajn Cyndi Edgington Jere Confrey 《Journal of Mathematics Teacher Education》2014,17(2):149-175
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development program created to support teacher learning of one learning trajectory. Using a re-interpretation of Ball and colleagues’ mathematics knowledge for teaching framework, we conducted a retrospective analysis to examine how a purposefully selected sample of three teachers used their knowledge to participate in discussions of the professional learning tasks designed to support teacher learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories also allow for teacher learning of subject matter knowledge; this learning is mediated by teachers’ prior mathematics knowledge for teaching. We conclude with considerations for researchers and professional developers seeking to support teachers in learning about learning trajectories. 相似文献
17.
Linley Cornish 《The Australian Educational Researcher》2006,33(2):123-142
Parents of children in a large primary school in New South Wales were asked questions related to their attitudes towards and
beliefs about composite (multigrade) classes. Parental concerns about composite classes are commonly reported as negative
and this study confirmed this concern. Issues identified as causing concern for parents were a belief that some grades and
some children are more suited than others to being part of a composite class, position in the class (younger or older grade),
cohesion both within the class (class identity) and with grade peers in monograde classes (grade identity), perceived choice
(between composite and monograde classes) and selection bias. Selection of particular teachers and students for the composite
classes had both positive and negative effects — a positive effect on the composite class but a negative effect on the monograde
classes because of the removal of the good role models and the ‘best’ teachers. Many parents reported more favourable attitudes
after a positive experience with a composite class but not all such parents were prepared to indicate their support for composite
classes. 相似文献
18.
《International Journal of Educational Research》2002,37(5):449-481
This chapter examines the extent to which the composition of classes affects learning outcomes. The aim is to explore peer effects when students are organized into classes on the basis of ability, ethnicity, or gender, as well as the effects of multigrade and multi-age classes and class size. The argument is defended that these composition factors affect only the probability that differential instruction and learning occur and that, at best, their influences are indirect. Teachers appear not to change their teaching activities when class composition is changed and most often the power of peer effects is rarely realized. Any direct effects of class composition are less related to learning outcomes and more related to equity and expectation effects by teachers and other participants (students, parents, and principals). Whether a school tracks by ability or not, reduces class sizes, implements multigrade/multi-age or single-level classes, or has coeducational or single-sex classes, appears less consequential than whether it attends to the nature and quality of instruction in the classroom, whatever the between-class variability in achievement. The learning environments within the classroom, and the mechanisms and processes of learning that they foster, are by far the more powerful. Good teaching can occur independently of the class configuration or homogeneity of the students within the class. 相似文献
19.
As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion. 相似文献
20.
Niki Davis 《Technology, Pedagogy and Education》2013,22(3):381-396
Abstract In education, research presents a number of challenges. One of these is to ensure that educators are well placed to utilise the outcomes of research, and conversely that the profession is able to inform the research agenda. This is as true for the application of information and communications technology in education, as in any other field. At the same time, there is a growing perception that the education profession needs to become more ‘evidence based’ and draw on educational research and validated good practice. This applies to teachers in all phases of education, from the nursery school to the university, and to those who provide services to education and training and inform their strategic development. However, because teaching and learning take place in increasingly complex environments and across multiple organisations and systems, careful interpretations are required to put research into practice. 相似文献