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|Title:||Multi-grade Pedagogy and Student Learning||Contributor(s):||Cornish, Linley (author)||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
|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||Statistics to Oct 2018:||Visitors: 213|
|Appears in Collections:||Journal Article|
School of Education
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