Relevant bibliographies by topics / Multigrade teaching

Academic literature on the topic 'Multigrade teaching'

Author: Grafiati
Published: 23 August 2023

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Journal articles on the topic "Multigrade teaching"

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King, S., and P. Young. "Opening the Door on Best Practice." Australian and International Journal of Rural Education 6, no. 1 (March 1, 1996): 29–36. http://dx.doi.org/10.47381/aijre.v6i1.405.

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This paper examines two case studies of multigrade teachers, and focuses on the diverse styles of these different teachers. It questions what, given this diversity, are the critical issues in multigrade teaching, and whether it is possible to identify 'best practice' in the multigrade classroom. In addition this paper attempts to indicate the necessary skills which should be developed in preservice education for teaching in multigrade classrooms.
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Castillo-López, Javier, and Daniel Domínguez Figaredo. "Characterisation of flipped classroom teaching in multigrade rural schools." South African Journal of Education 42, Supplement 1 (December 31, 2022): S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.

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Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.
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A. De Borja, Joanna Marie, Eivan Mark S. Sigua, and Arlyne C. Marasigan. "Pedagogical Practices of Multigrade Teachers in Conducting Science Learning Activities." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 219–28. http://dx.doi.org/10.54476/iimrj353.

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The world is on the verge of recognizing the right of every learner to quality education and learning. It has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of equity education for all children, especially in rural areas. Hence, this research discusses how pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The qualitative research design was used in collecting data through document analysis and semi-structured interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the key informants. Two major themes emerged in the study, namely: following protocol as prescribed by DepEd and challenges in the pedagogical practices of Science teachers. The challenge of complying with the requirements and protocol posted by DepEd, multigrade Science teachers need to adjust to every aspect of the education process. Thus, the perennial situation of multigrade schools made them lag in terms of pedagogical practices as compared to monograde given the limited budget allocated for multigrade schools. However, multigrade teachers are observed to be creative and resilient.Finding revealed that majority of the multigrade teachers need to provide learning materials out of their own pockets to make Science learning activities possible. This study recommended revisiting the policy on School Maintenance and Other Operating Expenses (MOOE) of multigrade schools. In addition, training to multigrade teachers should be conducted so that these teachers will be better equipped with the necessary tools in teaching multigrade Science learning activities.
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Ruiz, Josemilo. "Teacher Factors and Academic Performance of Multigrade Pupils in Baybay City Division: Inputs to an Improved Implementation of Multigrade Teaching." JPAIR Institutional Research 14, no. 1 (June 10, 2020): 46–71. http://dx.doi.org/10.7719/irj.v14i1.801.

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The study determines the relationship between the selected teacher factors and the academic performance of multigrade pupils in the Baybay City Division. The selected teacher factors were the socio-demographic profile variable (age, sex, civil status, educational qualification, teaching experience, teaching position, and training attended) and teacher empowerment dimensions (decision making, professional growth, status, self-efficacy, autonomy, and impact). The respondents of this study were the multigrade teachers, heads of the multigrade teachers, and the multigrade pupils in the division. The study used descriptive correlation employing a triangulation design. Descriptive statistics, chi-square test, Pearson r correlation, analysis of variance (ANOVA), and regression were used. The teaching profession consistently attracts women to its fold, making it a woman’s world. The same profession is staffed by a relatively young group of female teachers who were 40 years old and below and are expected to be in their productive and reproductive years as most of them are married. Multigrade teachers need uplifting in their educational qualifications, training, and similar initiatives to raise their rank, morale, motivation, and competence to remain in teaching. The extent of teacher empowerment dimensions with respect to decision making, professional growth, status, self-efficacy, autonomy, and impact are very highly empowered. The very poor academic showed in the five (5) learning areas is a brazen demonstration of a need to seriously evaluate multigrade instruction in the division. Among the selected teacher factors, only sex and professional growth turned out to be predictors of academic achievement in selected learning areas.
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Carrete-Marín, Núria, and Laura Domingo-Peñafiel. "Textbooks and Teaching Materials in Rural Schools: A Systematic Review." Center for Educational Policy Studies Journal 12, no. 2 (June 23, 2022): 67–94. http://dx.doi.org/10.26529/cepsj.1288.

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This paper presents the results of a research project whose main purpose is to analyse the concept of multigrade teaching resources and the teaching materials used by teachers in rural schools, in particular the role of textbooks. The use and dimensions of teaching materials are studied in order to promote inclusion and learning in multigrade classrooms with children of different ages mixed together. The present systematic review aims to identify and analyse all of the research papers published internationally on teaching resources in rural schools for the Web of Science and Scopus databases (from 1992 to 2021) and Google Scholar (between 2010 and February 2021). Due to the dearth of publications focused on the topic of study, the reviewed articles have broad inclusion and exclusion criteria. This gives relevance and an innovative character to the research, allowing us to objectify the state of the question on multigrade didactic materials and their relation to teaching-learning processes. From a total of 332 research papers in the field of rural multigrade teaching identified for further analysis, only papers that met the inclusion and exclusion criteria and passed all phases of the PRISMA flow diagram were used (N = 33). Some research publications contributed to identifying opportunities and needs, and to suggesting criteria to be taken into account for the selection and creation of materials to promote inclusion and active learning methodologies. The first results show the need to create one’s own materials that analyse the reality of these schools, as well as the need to personalise and adapt printed or digital textbooks and other teaching materials in order to involve the students actively in the learning process and to respond to the needs of rural students in multigrade classrooms.
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Naparan, Genesis Balongkit, and Ivy Leigh P. Castañeda, MaEd. "Challenges and Coping Strategies of Multi-Grade Teachers." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 1 (April 30, 2021): 25–34. http://dx.doi.org/10.31098/ijtaese.v3i1.510.

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Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.
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Câmara, Igor, Tereza de Jesus Pires Carvalho, Miguel António Cassimiro, and Suely Aparecida Do Nascimento Mascarenhas. "Teacher training, quilombola school education: Reflections on pedagogical practice in a quilombola community in barreirinha Amazonas-Brazil (2021-2022)." Concilium 23, no. 1 (January 30, 2023): 1–16. http://dx.doi.org/10.53660/clm-728-23a01.

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This research has the general objective of revealing interdisciplinary pedagogical practices that enhance the teaching and learning process from the dialogue between scientific knowledge and the local knowledge of the students of a multigrade class in a quilombola community. And specific objectives: 1) Analyze teacher training from the National Curricular Guidelines - DCN from its constitutive knowledge, as well as its substantial challenges and articulations; 2) Highlight the expressions of knowledge that significantly favor teaching and learning for students in multigrade classes, in Afro-descendant contexts. Qualitative Research and Autoethnography.
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Mulryan-Kyne, Catherine. "The preparation of teachers for multigrade teaching." Teaching and Teacher Education 23, no. 4 (May 2007): 501–14. http://dx.doi.org/10.1016/j.tate.2006.12.003.

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Sahan, Gulsun. "Management of Self-Studies during Assignment Hours in Multigrade Classes." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 394–403. http://dx.doi.org/10.18844/prosoc.v3i3.1586.

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One of the study types that is particular to multigrade classes is self-study of students. This study style offers a comfortable work environment for teachers who teach all grades together. The method of study that distinguishes multigrade classes from others is that assignment and teacher hours are planned. Assignment hours are the times when students study by themselves. These times should not be considered as the times when students study without purpose, excursively and freely. On the contrary, it is needed to plan and practice learning and teaching process, and then make evaluation through the studies. The purpose of this study is to establish recommendations and practical examples on how the planning, application and evaluation of self-study of students during assignment hours in multigrade classes can be managed.Keywords: multigrade classes; self-study; practice hours;
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Rotas, Erwin Emperado, and Michael Bobias Cahapay. "Workload Stress and Results Based Performance of Multigrade Teachers." Journal of Studies in Education 10, no. 2 (May 10, 2020): 68. http://dx.doi.org/10.5296/jse.v10i2.16874.

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Teaching is a multifaceted task. Teachers are inevitably exposed to superfluous teaching workloads and predicaments causing them stress. This research aimed to determine the relationship between workload stress and results based performance of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC) during the school year 2015-2016. Following the survey method, a tailored questionnaire was used to gather the needed information. Secondary data were also collected. The statistical tools employed in the analysis were frequency distribution, percentage rate, weighted mean and Pearson Product Moment Correlation Coefficient. The results revealed that the multigrade teachers experience moderate level of workload stress and high level of results based performance. It was further found out that there is no significant relationship between workload stress and results based performance, providing evidence that stress may not necessarily influence performance. This result offers unique implications in theory, practice, and research which are discussed in the study.
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Dissertations / Theses on the topic "Multigrade teaching"

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Suzuki, Takako. "Multigrade teaching in primary schools in Nepal : practice and training." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10007484/.

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One or the most significant unsolved issues in achieving Education for All is increasing the quality of education, especially among the most disadvantaged groups. In remote areas, where many of these groups live, primary schools are often organised as multigrade schools. In these schools. teachers are simultaneously responsible for two or more grades during one lesson period. However, multigrade teaching is often overlooked by both policy makers and researchers. Multigrade teachers are unsupported because mono grade teaching predominates. There is a very limited corpus of research on multigrade schools or multigrade teaching. This study aims to draw the attention of both policy makers and researchers to multigrade teaching in the context of Nepal. The research is framed by five research questions: (l) What arc the contemporary and historical system characteristics of multigrade teaching? (2) What are the characteristics of multigrade primary schools? (3) What are the practices of multigrade teaching? (4) What kind of models of im10vation and change best explain current teacher training? (5) Does current training address the problems of multigrade classrooms and improve knowledge, competence and performance of teachers? The study relies on needs-based (i. e. context and input), process and output evaluations of multigrade teacher training, conducted during twenty months of fieldwork. The main sources of evidence were observations. interviews, questionnaires, documentary analysis and focus group discussions. It can be assumed that multigrade schools are prevalent in Nepal. Although no clearly stated policies on multigrade teaching have been established, special in-service training for multigrade teaching is conducted. The practice of multigrade teaching in classrooms is diverse. Detailed observation identifies five different patterns of multigrade class organisation. This typology serves as a tool for both policy makers and researchers for understanding effective practice in the classroom. The evaluations trace the process of teacher training from the central to resource centre level, and eventually to the classrooms. Current training is inspired by diffusion-oriented models of innovation and change. While trainees gain knowledge and competence in 'practice teaching' during the training course, its final impact of the course on teacher performance in the classrooms remains modest. Problems in the training process are identified and recommendations for future improvements formulated.
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Vu, Thi Son. "Improving teaching and learning for health in multigrade schools in Vietnam." Thesis, Institute of Education (University of London), 2005. http://eprints.ioe.ac.uk/19261/.

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This thesis presents a study of teaching in multigrade classes in primary schools in Vietnam. In a multigrade class a teacher teaches a number of students at different grade levels at the same time. The study focused on the following research questions: 1. What is the extent of multigrade teaching in Vietnam and associated problems? 2. How do teachers currently organise and manage teaching in multigrade classes in North Vietnam? 3. What factors hinder students' active participation in learning for health in multigrade schools? 4. How can the teaching of health in multigrade classrooms be improved to promote students' active learning? These research questions are addressed through a two-step methodology that develops case studies of current practice and then moves into an action research phase with teachers to improve the quality of learning and teaching of health. The action research process has been evaluated subjectively by the teachers and pupils and the impact on learning has been evaluated using an experimental/control design. The case studies provide a detailed analysis of classroom management in multigrade classes and highlight the passive nature of the current teaching/learning process. The action research phase demonstrates the barriers and constraints to increasing active learning in the Vietnamese multigrade and demonstrates how these constraints can be addressed. The results show that continuous development of teacher's professional skills can markedly improve their ability to manage teaching and learning in the multigrade classroom and improve the quality of health education. Key words: Multigrade, a teaching model for health, Child-to-Child, active learning, Vietnam.
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Vithanapathirana, Manjula Vibhasini. "Improving multigrade teaching : action research with teachers in rural Sri Lanka." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020487/.

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The study focuses on prevalence, problems and effective strategies for multigrade teaching. Through an intervention, planned and implemented collaboratively with teachers, the study contributes to the improvement of multigrade teaching and status of primary education in Sri Lanka. The five research questions addressed by the field study were as follows: (i) What are the contextual characteristics of multigrade teaching rural schools? (ii) What are the current practices of multigrade teaching and the challenges faced by these multigrade teachers? (iii) What innovations could be planned to improve multigrade teaching? (iv) What is the nature of the intervention that could be made in collaboration with teachers to improve multigrade teaching? (v) What is the impact of the intervention? The action research framework developed to address these questions was a multi-phased field study. The sample area was confined to a rural education zone. Phase 1 involved condensed fieldwork in thirty eight schools and a study of multigrade practices through case studies in three schools. Phase 2 involved developing an innovative strategy for multigrade teaching and its adoption through an intervention with seventeen multigrade teachers from ten schools. Phase 3 studied the impact on student achievement through a pre- and post-test-one-control-group quasi-experimental design and obtaining feedback from teachers on their satisfaction. Multigrade teaching was found to be a necessity in a range of school contexts and their quality of teaching was unsatisfactory. During the intervention the innovative lesson planning strategy accompanied by a reorganisation of mathematics curriculum was adopted by multigrade teachers over a period of seven months. In-service support was provided through workshops and school visits. The impact of the intervention was positive. The study recommends policy adjustments for reorganisation of the national primary curricula to facilitate multigrade lesson planning, capacity building of teacher educators on multigrade teaching, incorporation of multigrade teaching in teacher education curricula accompanied by the use of collaborative frameworks in teacher capacity building. The recommendations for research include follow-up studies on the intervention, studies on prevalence of multigrade teaching, and small-scale action research to evolve successful multigrade classroom practices.
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Muthayan, Saloshini. "A case study of multigrade teaching in Canada: implications for South Africa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.

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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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Haingura, Steven Shindimba. "An investigation of multigrade teaching at three primary schools in the Kavango region, Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95830.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological methodology, the study explores the experiences and challenges as encountered in multigrade classrooms by six teachers. While a number of the challenges are common to experiences in typical monograde classrooms in Namibia – such as shortages of resources, poor parental involvement, and high rates of learner attrition – there are others that are specific to a multigrade setting. Given the growing number of multigrade schools in Namibia, particularly in rural settings, where infrastructure is already poor, the urgency for properly trained multigrade teachers can no longer be ignored. Among the key recommendations made by this study is that appropriate and sufficient teaching and learning materials, such as self-instructional and self-learning materials, should be provided to schools offering multigrade teaching. In acknowledging that the introduction of professional training will take time, and that the current teachers in multigrade classrooms are in dire need of support, the study would also like to recommend support from regional offices in the form of specialist advisers. There are numerous teachers in multigrade classrooms – many of whom will never receive any formal training. These teachers require immediate and on-going support if the Ministry of Education hopes to provide quality teaching and learning to learners.
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Arriagada, Cruces Melissa. "L2 teaching strategies used by teachers in multigrade rural schools in Chile: a case study." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/132542.

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Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.

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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.
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Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.

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The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.Multigrade teaching is seen as a difficult practice especially when teachers are not well prepared to teach combined grades. This case study focused on the teaching of mathematics at Upper Primary Phase. An Interpretive paradigm was used to understand the teachers’ experiences and their teaching ethods. Hence the study aimed to investigate how teachers deliver their mathematics lessons in multigrade classrooms, considering the good practices and challenges that may occur. The findings revealed that teachers mostly use their monograde pedagogical knowledge,resulting in using quasi-monograde with a common timetable approach when teaching mathematics in multigrade settings. Although learners have access to the common mathematics syllabus, the quality of teaching the subject in multigrade classrooms seems to be affected due to the lack of teacher training in multigrade teaching. Also, equity and democracy need to be considered more than it currently is in terms of resource distribution to multigrade schools. Good practice of multigrade teaching existed in building on lower grade competencies, introducing lessons with common activities, as well as the concentration on lower grades which make learners independent. However, insufficient time, lack of knowledge in multigrade and curriculum knowledge in particular seem to challenge teachers and learners. Therefore, multigrade teachers need to be part of curriculum development for them to master the syllabus. These teachers will assist in developing multigrade resources for integration, contextualisation and more enrichment activities for high achievers.
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Titus, David Petrus. "The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/40/.

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Books on the topic "Multigrade teaching"

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Cornish, Linley, and Matshidiso Joyce Taole, eds. Perspectives on Multigrade Teaching. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3.

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LITTLE, ANGELA W., ed. EDUCATION FOR ALL AND MULTIGRADE TEACHING. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3.

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Asia and the Pacific Programme of Educational Innovation for Development., ed. Multigrade teaching in single teacher primary schools. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1989.

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Thomas, Christopher. Issues in the development of multigrade schools. Washington, D.C: World Bank, 1992.

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National Clearinghouse on Literacy Education., ed. Teaching and learning in the multigrade classroom: Student performance and instructional routines. [Washington, D.C.?]: National Clearinghouse on Literacy Education, 1991.

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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.

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Cathal, Higgins, Education For All Fast Track Initiative., and World Bank. Africa Regional Office. Human Development Dept., eds. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.

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Bank, World, ed. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: The World Bank, 2009.

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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.

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Quist, Dawn. Resource Materials for Multigrade Teaching. Commonwealth Secretariat, 2005. http://dx.doi.org/10.14217/9781848598713-en.

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Book chapters on the topic "Multigrade teaching"

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Kivunja, Charles, and Margaret Sims. "Multigrade pedagogies." In Learning and Teaching Around The World, 28–36. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-4.

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Cornish, Linley. "Quality Practices for Multigrade Teaching." In Perspectives on Multigrade Teaching, 165–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_9.

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Weber, Everard, and Tsakani Chaka. "Multigrade Education in South Africa: Does It Promote Educational Change and Social Development?" In Perspectives on Multigrade Teaching, 41–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_3.

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van Wyk, Micheal M. "South African Multigrade Teachers’ Implementation of Cooperative Learning Strategies." In Perspectives on Multigrade Teaching, 73–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_5.

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Cornish, Linley. "Introduction." In Perspectives on Multigrade Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_1.

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Taole, Matshidiso Joyce, and Linley Cornish. "Breaking Isolation in Australian Multigrade Teaching Contexts Through Communities of Practice." In Perspectives on Multigrade Teaching, 95–117. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_6.

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du Plessis, André, and Brenda Subramanien. "Challenges that South African Multigrade Teachers Experience in Implementing Information and Communication Technologies." In Perspectives on Multigrade Teaching, 119–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_7.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Tsebe Wilfred Molotja. "Critical and Capability Theories as a Framework to Improve Multigrade Teaching." In Perspectives on Multigrade Teaching, 57–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_4.

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Bannister-Tyrrell, Michelle, and Erika Pringle. "Differentiation in an Australian Multigrade Classroom." In Perspectives on Multigrade Teaching, 185–212. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_10.

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du Plessis, André, and Brenda Subramanien. "Teacher Usage of ICT in a South African Multigrade Context." In Perspectives on Multigrade Teaching, 213–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_11.

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Conference papers on the topic "Multigrade teaching"

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Acatrinei, Irina Roxana. "Multigrade Teaching Today.the Romanian’ Teachers Perception." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.47.

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Romo, Necy Cesaria. "Multigrade Teaching Experience in Ilocos Sur: Basis for Extension Program." In The IAFOR International Conference on Education – Hawaii 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-1036.2021.31.

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Acatrinei, Irina Roxana, and Adina Oltița Popovici. "THE ORGANIZATION OF MULTIGRADE TEACHING IN PRIMARY SCHOOL. CHALLENGES AND CHANCES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0442.

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"The Prospects and Challenges of Multigrade Teaching Approach in Secondary Schools in Nigeria." In International Conference on Arts, Economics and Management. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0314099.

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Phakisi, Maisaiah, Ritu Bhagwandeen, and Awelani Rambuda. "STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS IN LESOTHO." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2010.

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Phakisi, Maisaiah, Ritu Bhagwandeen, and Awelani Rambuda. "THE TEACHING STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS: A CASE OF TWO RURAL DISTRICTS IN LESOTHO." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1847.

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Clery, Josué, Isabel Posligia, Edison Cruz, Martha Suntaxi, Roberto Palacios, Susana Molina, Gonzalo Vera, and Arturo Clery. "Communication of the linguistic awareness of Ecuadorian students, through a web system." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003777.

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Abstract:
The idea to defend of the present investigation is the design of a web system, for the learning of Ecuadorian students. What is proposed is to reduce the number of students who have difficulties to read and write, because the teacher is not able to provide attention to all his students, since there are several grades and several students at the same time. This tool, which was designed, is made so that the student knows how to recognize sounds, form sentences and express meanings of words. This contributes in a beneficial way to the teaching-learning process, it will focus on the word generator method created by Paulo Freire, which is used for adult literacy, and is also currently used in many educational institutions in Latin America. The present work is carried out due to the incidence of students, who have problems or difficulties in reading and writing, so this delays their level of learning. The development of a web system for the development of linguistic awareness will allow students to learn through the source word method, making use of an element that today is part of our day to day: technology. This adaptation to Paulo Freire's method allows the same procedure to be carried out from a computer, entering from the web. With this implementation, students will be able to recognize sounds, write words and form sentences correctly. This project is structurally organized. Initially, a theoretical framework will be reviewed, where we will have the relevant concepts of the research topic; then the methodology of the process, which details the type of research of the project; and then a proposal, where we respond by giving a solution to the problem. The interest in making an educational tool for a multigrade institution arises as a professional need to provide easy access to pedagogical tools that help in this teaching process, since there is a large percentage of this type of institution in different countries, especially in Latin America.
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