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|Title:||Multi-Age Practices And Multi-Grade Classes||Contributor(s):||Cornish, Linley (author)||Publication Date:||2006||Handle Link:||https://hdl.handle.net/1959.11/2611||Abstract:||Multi-age or nongraded classes are mixed-grade classes formed because of a philosophical preference and belief that learning is favoured in such classes. Multi-age teachers generally implement Vygotsky's ideas about learning - that it occurs in socially mediated situations where peers are important for both academic and social development (Bruner, 1986, 1996; Daniels, 1996; Dixon-Krauss, 1996; Goodlad & Anderson, 1987; Tharp & Gallimore, 1988; Vincent, 1999, Book 2; Vygotsky 1962, 1978; Wood, 1998). The learning process is a socially constructivist one, where students build up their own understandings through exploration in a social context. As a result, multi-age teachers encourage interaction amongst the students and especially interaction of children of different ages and stages of development. A multi-age classroom has a lot of movement, a lot of talking and discussion, a lot of cooperative learning, with an emphasis on helping each other and at the same time developing a self-directed approach to learning. The twin pillars of independence and socially competent behaviour are explicitly taught and practised.||Publication Type:||Book Chapter||Source of Publication:||Reaching EFA through multi-grade teaching: Issues, contexts and practices, p. 27-48||Publisher:||Kardoorair Press||Place of Publication:||Armidale, NSW, Australia||ISBN:||090824469X||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||Socio-Economic Outcome Codes:||939999 Education and Training not elsewhere classified||Other Links:||http://www.kardoorair.com.au/Education.html
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School of Education
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