Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16050
Title: Multi-grade Pedagogy and Student Learning
Contributor(s): Cornish, Linley  (author)orcid 
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/16050
Abstract: Multi-grade education is an important part of Bhutan's solution to achieving Education For All and Gross National Happiness. The literature tells us that parents usually prefer their child to be in a single-grade class, that teachers usually prefer to teach a single-grade class, and that Principals usually prefer single-grade classes in their school. Observational studies confirm that learning in a multi-grade class is likely to be more difficult than learning in a single-grade class. In spite of such negative predispositions towards multi-grade classes, I argue that there are reasons why multi-grade classes can be effective, indeed, potentially even more effective than single-grade classes. In this paper I discuss learning, 'learning how to learn', factors that promote student learning, and why/how successful multi-grade teaching strategies can promote student learning.
Publication Type: Journal Article
Source of Publication: Bhutan Journal of Research and Development, 3(1), p. 41-52
Publisher: Royal University of Bhutan
Place of Publication: Thimphu, Bhutan
ISSN: 1321-4585
Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930201 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: http://www.rub.edu.bt/index.php/22-publications/journals/16-past-issues
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Appears in Collections:Journal Article
School of Education

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