Multi-grade teaching and learning: challenges and opportunities

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dc.contributor.authorJohnson, Heather Jo
dc.contributor.supervisorMilford, Todd
dc.contributor.supervisorNahachewsky, James
dc.date.accessioned2014-04-29T23:24:25Z
dc.date.available2014-04-29T23:24:25Z
dc.date.copyright2014en_US
dc.date.issued2014-04-29
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project identifies the challenges and opportunities that exist in multi-grade teaching. Many of the challenges are not inherent to the multi-grade configuration itself, but stem from a system that predominantly values and practices single-grade education. Many opportunities for real-world learning are inherent in multi-age groupings, which are more reflective of learning outside of institutionalized education. The literature review critically reflects on research that concludes multi-grade education is “simply no better or worse” than single-grade education. Given that few multi-grade classrooms or schools are created for philosophical or pedagogical reasons, and few multi-grade teachers may be employing pedagogies well-suited to multi-grade education, the potential for multi-grade learning has not been fully acknowledged or researched. This project investigates one question: “What are the philosophies, skills and approaches that enable successful teaching and learning in multi-grade classrooms?” The project begins to address multi-grade professional development through a website designed for multi-grade teachers.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5322
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nd/2.5/ca/*
dc.subjectmulti-grade multigrade
dc.titleMulti-grade teaching and learning: challenges and opportunitiesen_US
dc.typeprojecten_US

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