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Title: Teaching the World's Children: Theory and Practice in Mixed-Grade Classes
Contributor(s): Cornish, Linley  (author)orcid 
Publication Date: 2009
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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.
Publication Type: Conference Publication
Conference Name: ISFIRE 2009: International Symposium for Innovation in Rural Education Improving Equity in Rural Education, University of New England, Armidale, Australia, 11-14 February 2009
Source of Publication: Innovation for Equity in Rural Education, Symposium Proceedings, p. 117-126
Publisher: SiMERR National Centre, University of New England
Place of Publication: Armidale, NSW, Australia
Field of Research (FOR): 130105 Primary Education (excl Maori)
130202 Curriculum and Pedagogy Theory and Development
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
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School of Education

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