| Author(s) |
Taole, M J
Cornish, Linley
|
| Publication Date |
2017-10
|
| Abstract |
Most countries have made significant progress towards achieving the Millennium Development Goal of Universal Primary Education by setting up multi-grade schools in rural and remote areas. The new Sustainable Development Goal for education specifies Quality Education. This paper reports a small-scale qualitative study of teachers and teaching principals in multi-grade rural schools in Australia, focusing on identifying the professional knowledge base required for teachers in such contexts. Such a knowledge base is essential for improving the quality of multi-grade teaching. Interviews and observations revealed that multi-grade teachers need to develop the skills of learner grouping, organisation and routines, curriculum mapping, differentiating the curriculum, multi-level assessment, planning, and time management. Professional learning for multi-grade teachers will help them to implement increasingly effective methods for providing a quality education for the diverse range of learners in their classrooms.
|
| Citation |
The Online Journal of New Horizons in Education, 7(4), p. 42-51
|
| ISSN |
2146-7374
|
| Link | |
| Language |
en
|
| Publisher |
The Online Journal of New Horizons in Education
|
| Rights |
Attribution-NoDerivatives 4.0 International
|
| Title |
Identifying the Professional Knowledge Base for Multi-Grade Teaching
|
| Type of document |
Journal Article
|
| Entity Type |
Publication
|
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