Multi-Grade Teaching

Abstract

Multigrade classes have been recognized as part of elementary education for many years, but their special needs have been largely ignored. This manual focuses on the survey research that should predate the design of instructional management strategies in multigrade classrooms. It describes rapid and reliable ways to collect information about the numbers and locations of schools, student achievement in multigrade classes, information about teachers, and profiles about communities in which multigrade classrooms are found. The document was drafted for the Learning Technologies for Basic Education project, and its ideas were tested in Costa Rica, a country that already knew the dimensions of its multigrade education needs. Needs assessment begins with determining whether a plan is needed for national, district, or school levels. A guide is presented for developing a profile for each of these levels, and a guide for summary analysis and interpretation follows. The rapid appraisal methodology brings a first round of insights into the implementation of multigrade teaching in a country or region. (SLD) Notes: Available in the Institute of Education, University of London Library Author: Niemiec Richard, Blackwell Madeline, Walberg Herbert Year: 1986 Title: CAI can be doubly effective Reference Type: Journal Article Journal: Phi Delta Kappan Volume: 67 Issue: 10 Pages: 750-751 Abstract by CB: This article challenges the claim made by Levin and Meister (1986) that computer assisted instruction (CAI) is less cost effective than peer tutoring. They argue that Levin and Meister underestimated the effects of CAI and overestimated the effects of peer tutoring in their analysis. At the same time, they point that the costs of CAI vary considerably depending on the software used. Their own cost effectiveness analysis shows CAI to be about twice as effective as peer tutoring in raising mathematics and reading achievement. Notes: Available in the Institute of Education, University of London Library Author: Noonan Richard, Hallak Jacques Year: 1987 Title: Multi-age instructional settings in less developed countries Reference Type: Journal Article Journal: Prospects Volume: 17 Issue: 4 Pages: 607-625 Abstract by AL: An analysis of IEA data from Chile and India to investigate the effect on achievement of having a wide range of ages within a primary school class. It is not always clear whether they are concerned with a range of ages in a single grade or in a genuine multigrade situation, but they do mention the literature on multigrade teaching, and their conclusion that a wide age range within a grade has no significant effect on achievement can be read as being applicable to a multigrade class. Notes: Available in the Institute of Education, University of London Library