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Title: Research evidence: Does the multiage structure support increased student learning?
Contributor(s): Lloyd, Linley  (author)orcid 
Publication Date: 2006
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Abstract: Much has been published about the effects of various classroom structures on student learning, and multiage in some form is often mentioned as having positive effects (both cognitive and affective). Multiage is an umbrella term used to describe classes where the age range is at least two years and the students would normally be assigned to separate classes in consecutive grades.The major distinction between the various types of multiage classes are whether or not the students are seen as members of a particular grade. When they are, and are taught separately for significant periods oftime, the class is a composite class or multi-grade class, and is likely to have been formed for reasons of administrative convenience. Composite classes are also likely to be temporary. When the students are not seen as members of a particular grade but as individuals at varying stages of development and with different needs in different areas, and are taught as such,the class is likely to be a nongraded class, formed because of a belief about the necessity for 'developmentally appropriate' schooling. In such classes, the teacher regroups the students frequently depending on their particular stage of development rather than on their age.The children are likely to remain in the class with the same teacher for several years, progressing from being the younger members to being the older members in the class.
Publication Type: Book Chapter
Source of Publication: Multiage in a nutshell: Your guide to a multiage classroom, p. 19-23
Publisher: MAAQ: MultiAge Association of Queensland
Place of Publication: Eagleby, Australia
ISBN: 0646457160
Field of Research (FOR): 130103 Higher Education
Socio-Economic Outcome Codes: 930403 School/Institution Policies and Development
HERDC Category Description: B1 Chapter in a Scholarly Book
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