Teaching the World's Children: Theory and Practice in Mixed-Grade Classes

Abstract

Research studies consistently demonstrate that mixed-grade classes in primary schools are not inferior to single-grade classes in terms of both cognitive factors (student achievement) and non-cognitive factors (such as self-concept, confidence, liking for school, independence and responsibility). Mixed-grade classes can be formed by choice (multi-age classes) or necessity (multi-grade classes). Multi-age classes are typically urban whereas multi-grade classes are typically rural. Caution must be exercised when generalising research results because what goes on inside the classroom is more important than the label attached to the class. Nevertheless the general question of whether established multi-age teaching strategies can be successfully adopted by multi-grade rural teachers is relevant. Teachers in developed countries have more flexibility to use a range of innovative strategies to encourage student learning. A selection of these strategies is described, and the question of their applicability in rural multi-grade schools is explored.