Multiage teachers’ beliefs and practices

Document Type

Article

Publication Date

1-1-2003

Abstract

This study examines the instructional and organizational practices of multiage teachers in the intermediate elementary grades and the beliefs that guide their practices. Qualitative case study design was used to construct individual portraits and a cross-case analysis of four teachers in multiage classrooms serving students in grades 3 through 5. Data collected via interviews and classroom observations revealed four categories of beliefs to be salient across the cases: differentiated instruction, social collaboration, flexible grouping, and student interest. Other commonalities among the cases included team teaching, a separation by grade level for one content area, and identifying the role of the teacher as a facilitator of the learning process. Also, three of the four teachers had special education backgrounds, and all teachers were instrumental in initiating multiage programs in their districts. © 2003 by the Association for Childhood Education International.

Publication Title

Journal of Research in Childhood Education

First Page Number

5

Last Page Number

17

DOI

10.1080/02568540309595019

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