Date

2003

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This action thesis examines what teaching strategies and practices best support the academic and social needs of students in multiage classes. It critically examines the practices of peer tutoring and grouping, which are characteristics of most multiage programs. It further identifies pedagogical practices and strategies that have emerged by way of ten interviews and a survey of twenty-five multiage teachers. The data for this study were gleaned from four multiage schools and one public school with multiage classes. All of the schools possess varied philosophies and socio-economic statuses. The intent of the research is to provide a tool (pamphlet) for teachers, especially teachers who are new to multiage instruction, parents, and anyone interested in furthering their knowledge about teaching strategies and practices that best support the academic and social needs of students in multiage classes.

Comments

Thesis (M.A.) Institute for Advanced Studies in Education

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