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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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Funtua, Ismail Ado. "THE IMPACT OF MULTIGRADE TEACHING APPROACH IN TEACHING OF BASIC SCIENCE." PEOPLE: International Journal of Social Sciences 1, no. 1 (May 31, 2017): 1252–60. http://dx.doi.org/10.20319/pijss.2015.s11.12521260.
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Singh, Shalini. "Multigrade teaching techniques and other arrangements for enhancing teaching-learning process." GYANODAYA - The Journal of Progressive Education 10, no. 1 (2017): 35. http://dx.doi.org/10.5958/2229-4422.2017.00006.8.
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Khazaei, Leila, Parvin Ahmadi, Sedigheh Momeni far, Farideh Rahmani, Hamed Bakhshi, Ayub Ali fat, Javad Gholipour, and Reza Hosseinpour. "CHALLENGES AND DISADVANTAGES OF MULTIGRADE TEACHING: QUALITATIVE RESEARCH." Science and Education 24, no. 12 (December 2016): 135–42. http://dx.doi.org/10.24195/2414-4665-2016-12-24.
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Gibson, Ian W., and Kay L. Gibson. "Interactive Television and Problem Based Learning." Australian and International Journal of Rural Education 5, no. 2 (July 1, 1995): 47–52. http://dx.doi.org/10.47381/aijre.v5i2.400.
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Traditional approaches to teacher education have incorporated on-campus face to face instruction, complemented by occasional forays into schools for classroom practice teaching sessions, demonstration sessions or a combination of microteaching, child studies or associated activities. Many researchers and students believe that participation in teaching experience is the most important source of pre-service knowledge about the teaching profession. To make teacher education courses as meaningful and relevant as possible, the project described in this paper used interactive television (ITV) to present real-life, rural teaching situations as examples of best practice and integrated them with problem based learning (PBL) scenarios focussing on day-to-day dilemmas faced by practicing teachers in multigrade rural classrooms. In past offerings of this class, student research and discussion of these scenarios has integrated the theory and practice from previous study in their teacher preparation course. The incorporation of ITV increased both the real time involvement of student teachers in their chosen profession and enhanced their understanding of concepts and skills central to effective teaching in rural multigraded classrooms. The approach described in this paper encouraged collegial analysis of problem situations and sharing of solutions and allowed various perspectives on a single teaching situation to be analysed and discussed on a professional basis with experts in the field.
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Castro, Angela, Jhonny Medina, Cristhian A. Aguilera, Mario Ramirez, and Cristhian Aguilera. "Robotics Education in STEM Units: Breaking Down Barriers in Rural Multigrade Schools." Sensors 23, no. 1 (December 30, 2022): 387. http://dx.doi.org/10.3390/s23010387.
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We report a novel proposal for reducing the digital divide in rural multigrade schools, incorporating knowledge of robotics with a STEM approach to simultaneously promote curricular learning in mathematics and science in several school grades. We used an exploratory qualitative methodology to implement the proposal with 12 multigrade rural students. We explored the contribution of the approaches to the promotion of curricular learning in mathematics and science and the perceptions of using robotics to learn mathematics and science. As data collection techniques, we conducted focus groups and semi-structured interviews with the participants and analyzed their responses thematically. We concluded that the proposal could contribute to meeting the challenges of multigrade teaching. Our findings suggest that the proposal would simultaneously promote the development of curricular learning in mathematics and science in several school grades, offering an alternative for addressing various topics with different degrees of depth.
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Authar, Nailul, Mujad Didien Afandi, and Tatik Muflihah. "THE USE OF YOUTUBE VIDEO AS MEDIA IN MULTIGRADE ENGLISH DEPARTMENT STUDENTS TO IMPROVE CONVERSATIONAL COMPETENCE IN SPEAKING CLASS." Education and Human Development Journal 6, no. 2 (September 30, 2021): 68–76. http://dx.doi.org/10.33086/ehdj.v6i2.2443.
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Abstract: Miller (1999:1) defines multigrade class as a class in which students of two or more adjacent grade levels are taught in one classroom by one teacher for most of the day. It is obviously hard to be imagined that a teacher teaches grade one, two, and three concurrently. This study also is highlighted of the using YouTube as a media where students can take any kind of references that can help them to improve their English skill is better. Such as; watching daily vlog from youtuber outside Indonesia, listening while singing English song by watching several lyrics video. weather news report, stand-up comedy, gossip news which telling about the Hollywood celebrity, etc. from those kinds of references that available in YouTube, it is hoped that students also can be more attracted to learn English clearly. Considering those all, teaching multigrade students possibly will not run well unless the students correspondingly add some varieties way to comprehend English easily. It needs something that make students are busy and focus on what will be learned and achieve later. Therefore, watching YouTube video is attempted in this study. This research belonged to qualitative research. The participants of the study in this research are eleven multigrade English students in speaking class who were taught by the researcher. The data of this study was taken from the students’ response. those are taken from the interview of each group through online interview. The study are undertaken for a month while teaching learning activities are committed twice a week, 90 minutes for each meeting. This study brings in a simple finding that the students of multigrade class can be formed well-enough as well as single-grade class, nevertheless it is unavoidable that in the process oftenly faced the obstacle, such as lower grade students who sulking, quarrelling, and lecturer also has to do extra effort to keep the learning process is on the proper track. This is also indicates that using YouTube video as a media is effective to be implemented on multigrade class with limited number of participants because the different result possibly emerges when there are more participants and more various grades of students. It is hoped that there will be another researcher can make further research to get deeper study about the topic in the same field in order to get more enlightenment result about YouTube as a media of learning especially in teaching multigrade English students. Keywords: Speaking class, Multigrade students, YouTube Abstrak: Miller (1999: 1) mendefinisikan kelas multigrade sebagai kelas di mana siswa dari dua atau lebih tingkat kelas yang berdekatan diajarkan di satu kelas oleh satu guru untuk sebagian besar hari. Jelas sulit untuk dibayangkan bahwa seorang guru mengajar kelas satu, dua, dan tiga secara bersamaan. Studi ini juga menyoroti penggunaan Youtube sebagai media di mana siswa dapat mengambil segala jenis referensi yang dapat membantu mereka untuk meningkatkan keterampilan bahasa Inggris mereka lebih baik. Seperti; menonton vlog harian dari youtuber luar Indonesia, mendengarkan sambil menyanyikan lagu berbahasa Inggris dengan menonton beberapa video lirik. Laporan berita cuaca, stand-up comedy, berita gosip yang menceritakan tentang selebriti Hollywood, dll dari referensi semacam itu yang tersedia di YouTube, diharapkan siswa juga dapat lebih tertarik untuk belajar bahasa Inggris dengan jelas. Mengingat semua itu, mengajar siswa multigrade mungkin tidak akan berjalan dengan baik kecuali siswa dengan demikian menambahkan beberapa jenis cara untuk memahami bahasa Inggris dengan mudah. Dibutuhkan sesuatu yang membuat siswa sibuk dan fokus pada apa yang akan dipelajari dan dicapai nanti. Oleh karena itu, menonton video YouTube dicoba dalam penelitian ini. Penelitian ini termasuk dalam penelitian kualitatif. Peserta penelitian dalam penelitian ini adalah sebelas siswa bahasa Inggris multigrade di kelas berbicara yang diajarkan oleh peneliti. Data penelitian ini diambil dari respon siswa. yang diambil dari wawancara masing-masing kelompok melalui wawancara online. Penelitian ini dilakukan selama sebulan sementara kegiatan belajar mengajar dilakukan dua kali seminggu, 90 menit untuk setiap pertemuan. Penelitian ini membawa temuan sederhana bahwa siswa kelas multigrade dapat dibentuk cukup baik serta kelas tunggal, namun tidak dapat dihindari bahwa dalam proses sering menghadapi hambatan, seperti siswa kelas bawah yang merajuk, bertengkar, dan dosen juga harus melakukan upaya ekstra untuk menjaga proses pembelajaran berada di jalur yang benar. Ini juga menunjukkan bahwa menggunakan video YouTube sebagai media efektif untuk diimplementasikan pada kelas multigrade dengan jumlah peserta yang terbatas karena hasil yang berbeda mungkin muncul ketika ada lebih banyak peserta dan lebih banyak nilai siswa yang berbeda. Diharapkan ada peneliti lain yang dapat melakukan penelitian lebih lanjut untuk mendapatkan kajian yang lebih mendalam tentang topik di bidang yang sama guna mendapatkan hasil pencerahan yang lebih banyak tentang YouTube sebagai media pembelajaran khususnya dalam pengajaran bahasa Inggris kelas rangkap. Kata kunci: Kelas berbicara, siswa Multigrade, YouTube
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Astuti, Marsini. "MULTIGRADE DIMASA PANDEMI." Pedagogy : Jurnal Ilmiah Ilmu Pendidikan 8, no. 1 (January 26, 2021): 34–37. http://dx.doi.org/10.51747/jp.v8i1.702.
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Multigrade Model pembelajaran adalah suatu perencanaan atau pola yang digunakan sebagai pedoman merencanakan pembelajaran dikelas atau pembelajaran dalam tutorial Multigrade teaching atau pembelajaran kelas rangkap di SD sudah banyak dilaksanakan di Indonesia di negara-negara maju hal ini sudah menjadi bagian dari sistem pendidikan secara utuh. Pengembangan dan penggunaan model ini dilakukan karena faktor kekurangan tenaga guru, letak geografis yang sulit dijangkau, jumlah siswa relatif kecil, keterbatasan ruangan, atau ketidakhadiran guru. Pembelajaran Multigrade atau Kelas Rangkap merupakan model pembelajaran dengan mencampur beberapa siswa yang terdiri dari dua atau tiga tingkatan kelas dalam satu kelas dan pembelajaran diberikan oleh satu guru saja untuk beberapa waktu. Pembelajaran kelas rangkap sangat menekankan dua hal utama, yaitu kelas digabung secara terintegrasi dan pembelajaran terpusat pada siswa sehingga guru tidak perlu berlari-lari antara dua ruang kelas untuk mengajar dua tingkatan kelas yang berbeda dengan program yang berbeda. Namun murid dari dua kelas bekerja bersama dalam kerja kelompok dan bekerja sendiri dalam kerja individu karena menyesuaikan kompetensi yang akan dicapai setiap tingkatan kelas . Mutigrade adalah suatu bentuk pembelajaran yang mensyaratkan seorang guru mengajar dalam satu ruangan kelas atau lebih, dalam saat yang sama, dan menghadapi dua atau lebih tingkat kelas yang berbeda (IG.AK.Wardhani, 1998). Katz (1992), menegaskan bahwa kelas rangkap dilaksanakan tidak hanya karena alasan-alasan letak gegorafis, kekurangan murid, atau kekurangan tenaga guru, akan tetapi lebih dari itu adalah bagaimana meningkatkan mutu pendidikan melalaui fasilitasi yang tinggi bagi perkembangan dan potensi siswa. Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Pembelajaran adalah bantuan pendidik agar terjadi proses perolehan ilmu dan pengetahuan, penguasaan kemahiran,dan tabiat serta pembentukan sikap dan kepercayaan pada peserta didik. Pembelajaran dimaksudkan untuk menghasilkan belajar, situasi eksternal harus dirancang sedemikian rupa untuk mengaktifkan, mendukung,dan mempertahankan proses internal yang terdapat dalam setiap peristiwa belajar ( Gagne 1977) Belajar dalam situasi seperti apapun harus terus berlangsung. Untuk menyikapi Pandemi SDN Ngadisari II tetap melaksanakan pembelajaran mutigrade, baik dilaksanakan secara luring dan daring.
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Little, Angela W. "Multigrade teaching: towards an international research and policy agenda." International Journal of Educational Development 21, no. 6 (November 2001): 481–97. http://dx.doi.org/10.1016/s0738-0593(01)00011-6.
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Buaraphan, Khajornsak, Benjamas Inrit, and Wilai Kochasila. "Current policy and practice concerning multigrade teaching in Thailand." Kasetsart Journal of Social Sciences 39, no. 3 (September 2018): 496–501. http://dx.doi.org/10.1016/j.kjss.2018.06.008.
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Engin, Gizem. "The Opinions of The Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example)." International Journal of Progressive Education 14, no. 1 (February 11, 2018): 177–200. http://dx.doi.org/10.29329/ijpe.2018.129.13.
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Hargreaves, E., C. Montero, N. Chau, M. Sibli, and T. Thanh. "Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview." International Journal of Educational Development 21, no. 6 (November 2001): 499–520. http://dx.doi.org/10.1016/s0738-0593(01)00013-x.
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Tharu, Jacob. "Review: Education for All and Multigrade Teaching: Challenges and Opportunities." Contemporary Education Dialogue 4, no. 2 (January 2007): 246–53. http://dx.doi.org/10.1177/0973184913411146.
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Bongala, Judy Vargas, Vanessa Baraero Bobis, John Paul Ramos Castillo, and Arlyne Canales Marasigan. "Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines." International Journal of Comparative Education and Development 22, no. 4 (October 19, 2020): 299–315. http://dx.doi.org/10.1108/ijced-06-2019-0037.
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PurposeThis paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.Design/methodology/approachThis study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.FindingsThe results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.Research limitations/implicationsThe research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.Practical implicationsThe results of this study can serve as a reference on how to support and strengthen MG instruction.Originality/valueThis study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.
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Multigrade Research Group, The. "Multigrade teaching in Peru, Sri Lanka and Vietnam: an international research project." International Journal of Educational Development 21, no. 6 (November 2001): 567–68. http://dx.doi.org/10.1016/s0738-0593(01)00017-7.
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Condy, Janet, and Bernita Blease. "What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?" South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 21. http://dx.doi.org/10.4102/sajce.v4i2.203.
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A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).
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Siahaan, Sudirman. "PEMBELAJARAN RAGAM KELAS/ TINGKATAN (Multigrade Teaching) DI SEKOLAH DASAR (SD): Konsep dan Penerapannya." Jurnal Teknodik 4, no. 15 (August 21, 2018): 043. http://dx.doi.org/10.32550/teknodik.v4i15.382.
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“Pembelajaran Ragam Kelas/Tingkatan (PRK/T)” tidak hanya terdapat di negara-negara yang sedang berkembang tetapi banyak juga di negara-negara maju. Pada umumnya, model “Pembelajaran Ragam Kelas/Tingkatan (PRK/T)” banyak diterapkan di Sekolah Dasar (SD). Artinya, banyak SD yang dikelola oleh beberapa orang guru dan bahkan oleh seorang guru (one-teacher school). Sedangkan lazimnya SD menerapkan sistem guru kelas (classroom teachers). Mengingat siklus atau masa belajar di SD berlangsung selama 6 (enam) tahun, maka ada 6 tingkatan (kelas) yang harus dilalui setiap siswa selama belajar di SD, yaitu dimulai dari kelas/tingkat 1 (grade 1) sampai dengan kelas/tingkat 6 (grade 6). Karena itu, setidak-tidaknya setiap SD dikelola oleh seorang Kepala Sekolah dan dibantu oleh 6 guru (1 + 6). Namun tidak semua SD dapat menerapkan model SD (1+6) terutama di negara-negara yang sedang berkembang dan miskin. “Pembelajaran ragam kelas/tingkatan” telah diterapkan di beberapa negara, seperti: Amerika Serikat, Australia, Cina, Finlandia, Indonesia, Inggris, Jepang, Jerman, dan Kanada. Dalam kaitan ini, konsep tentang “pembelajaran ragam kelas/ tingkatan” (multigrade teaching) dan berbagai pemikiran/ permasalahan yang terkait akan dibahas di dalam tulisan ini sebagai kontribusi terhadap penyelenggaraan SD model “pembelajaran ragam kelas/tingkatan”.
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Pagden, Alan. "Angela W. Little (Ed.), Education for All and Multigrade Teaching: challenges and opportunities." Compare: A Journal of Comparative and International Education 38, no. 4 (August 2008): 505–7. http://dx.doi.org/10.1080/03057920802259759.
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Boylan, Colin, Don Squires, and Alan Smith. "Audiographic Teleteaching in Pre-service Teacher Education." Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 23–27. http://dx.doi.org/10.47381/aijre.v4i2.388.
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Preparing teachers for rural school appoinunents through including courses in their pre-service program that examine issues about rural lifestyles, community participation, and provide opportunities for multigrade and rural practice teaching experiences have been identified as an important teacher recruitment strategies for rural schools (Watson, et al., 1986; Smith-Davis, 1989; Cross and Murphy, 1990; Luft, 1992). One research outcome from these studies suggests that when students are provided with these components in their pre-service courses their preparedness to seek and/or accept a rural appoinunent is enhanced.
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Castro Miranda, Román. "El desarrollo de competencias para el trabajo docente en escuelas multigrado / The development of competencies for teaching work in multigrade schools." RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo 8, no. 16 (March 12, 2018): 335–50. http://dx.doi.org/10.23913/ride.v8i16.344.
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Algunos estudios relevantes para comprender la diversidad y la diferenciación de las prácticas de enseñanza han sido resultado de investigaciones que van desde el orden psicopedagógico, hasta una perspectiva más sociológica de la práctica docente (Schmelkes, 2004; Ezpeleta y Weiss, 1994). Investigar sobre estrategias diversificadas para la atención de escuelas multigrado en forma sistemática es un planteamiento que urge seguir considerando, especialmente en las escuelas normalistas encargadas de preparar y habilitar para la docencia a sus egresados, de los cuales al menos cinco o seis de cada diez irán a estos contextos escolares. Este trabajo pretende describir algunos aportes teóricos producto del curso optativo que se ha desarrollado durante dos cursos con el alumnado de 6.o y 7.o semestres de la Licenciatura en Educación Primaria del plan de estudios 2012. Dicho curso atiende categorías con relevancia académica que le permiten al alumnado identificar y analizar aspectos sustantivos de cómo abordar la docencia en más de un grado escolar, la planeación con una mirada integradora y las estrategias metodológicas que posibilitan abordar el tema común y las actividades diferenciadas, matizadas con trabajo colaborativo y la ayuda mutua. Esta visión reconoce los esfuerzos que la escuela primaria multigrado ha tenido como un importante servicio, ya que por medio de ella se ofrece educación a un estudiantado muy reducido que, por lo general, residen en localidades rurales pequeñas, indígenas y aisladas, con altos índices de marginación social y económica.
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Benigno, Beatriz Lima, Simone Maria Oriente Vasconcelos, and Zilda Gláucia Elias Franco. "EDUCAÇÃO INFANTIL DO CAMPO: DOCÊNCIA EM TURMAS MULTISSERIADAS NO INTERIOR DO AMAZONAS." Cadernos CEDES 43, no. 119 (April 2023): 109–18. http://dx.doi.org/10.1590/255728.
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RESUMO Este estudo de caso propõe-se analisar o trabalho docente na Educação Infantil do Campo em turma multisseriada em escola ribeirinha no interior do Amazonas. A pesquisa, pautada metodologicamente na abordagem qualitativa, reafirma a relevância da temática em discussão, a fragilidade da implementação das políticas públicas direcionadas a esse público e a necessidade da valorização da formação contínua do professor frente às práticas pedagógicas. A prática docente tem papel mediador na construção do currículo de cunho histórico e cultural e ao direito das crianças que habitam o campo.
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Wasehudin, Wasehudin, Kharisul Wathoni, Razali Bin Hassan, Irfan Anshori, and Muhammad Faisal Akbar. "Using Multi-Grade Teaching in Strengthening Students' Character Post-FTF Learning." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 20, no. 2 (December 1, 2022): 259–70. http://dx.doi.org/10.21154/cendekia.v20i2.4586.
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This research aims to learn multigrade teaching techniques to strengthen students' character values. Research methods include descriptive research through a qualitative approach. Researchers collect data through interviews, observation, and documentation. Qualitative data analysis is the collection, simplification, presentation of data, and conclusion. The results of this study describe that multi-grade teaching is closely related to strengthening the character values of post-face-to-face learning students. The process includes combining several grade levels with a maximum number of 25 students and then being given material by one teacher who emphasizes the learning process for students. The technique provides opportunities for students to improve the character values they have obtained. This technique encourages students to grow in learning effectively and efficiently and strengthens the character of students after the last 2 years, and students rarely meet with teachers. Some of the values obtained through multi-grade teaching: are independence, ethics, and cohesiveness.
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Oliveras-Ortiz, Yanira, and Wesley D. Hickey. "Educational Leadership in a Mayan Village in Southern Belize: Challenges Faced by a Mayan Woman Principal." Journal of Cases in Educational Leadership 23, no. 1 (September 17, 2019): 40–60. http://dx.doi.org/10.1177/1555458919874420.
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A Mayan woman principal taking a position in a historically paternalistic village in Southern Belize faces inevitable challenges due to the cultural structure of the village. In this case, the challenges go beyond cultural norms. Mrs. Po, a Mopan woman leading a school in a Kekchi village, faces challenges related to her role as a teaching principal in a multigrade school, her lack of leadership preparation, the remoteness of the village, and the language barrier, among others. The reader is encouraged to ponder the myriad of issues that impact the principal’s efforts to improve the education system while working in a village where the community struggles to perceive the value of education.
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Bích Ngọc, Lê. "Interactive based teaching and learning activity in multigrade class according to the Early Childhood Education Curriculum." Journal of Science, Educational Science 60, no. 6A (2015): 263–69. http://dx.doi.org/10.18173/2354-1075.2015-0101.
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Quail, Amanda, and Emer Smyth. "Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students." Teaching and Teacher Education 43 (October 2014): 80–90. http://dx.doi.org/10.1016/j.tate.2014.06.004.
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Ruiz Arriaga, Naiara, and José-Reyes Ruiz-Gallardo. "Colegios Rurales Agrupados y formación universitaria." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 4 (December 1, 2017): 215–40. http://dx.doi.org/10.30827/profesorado.v21i4.10053.
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Resumen:El objetivo del presente estudio es explorar la percepción que tienen estudiantes de magisterio y maestros en ejercicio sobre la adecuación de su formación universitaria para trabajar en Colegios Rurales Agrupados (CRA). Para ello se han elaborado dos cuestionarios con la finalidad de recabar datos cuantitativos y cualitativos, y que han completado 111 individuos. Como resultado, se comprueba que la formación universitaria respecto a la educación en CRA es tanto escasa, como deficiente. Ambos grupos proponen inclusión de asignaturas que contemplen las peculiaridades de estos centros, charlas de expertos y prácticas o visitas cortas como medida de solución. El profesorado de CRA destaca como ventajas de su labor, la atención más individualizada y que unos alumnos (mayores) enseñen a otros (menores), al tiempo que repasan. Como inconvenientes, la complejidad que supone la mezcla de niveles educativos en una misma clase, y la gestión del tiempo para atender, en paralelo, las diferentes necesidades, todo ello consecuencia de su deficiente formación. Abstract:The aim of this study is to explore the perception that both students of Education and in-service teachers have of the adaptation of their University studies, to work in rural and multigrade schools. For that, two questionnaires have been developed and fulfilled by 111 individuals, in order to collect both quantitative and qualitative data. Results show that university education is both limited and deficient. Both groups propose strategies to solve this lack, such as specific subjects, workshops with experienced in-service teachers, short training or visits to rural schools. As strengths, in-service teachers remark more individualized attention to students, and the opportunity for older pupils to teach younger ones (peer teaching). Weaknesses include the lack of strategies to teach in multigrade rooms and time management to simultaneously assist different necessities, all of this as a consequence of their inadequate initial training.
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Hasanoglu, Gulcihan, and Pinar Girmen. "The Problems Faced by Primary School Teachers about Inclusive Education in the Teaching-Learning Process in Multigrade Classes." International Journal of Pedagogy and Curriculum 20, no. 4 (2014): 25–34. http://dx.doi.org/10.18848/2327-7963/cgp/v20i04/48976.
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Yasin, Muhammad, and Kiki Fadilah. "STRATEGI KEPALA SEKOLAH DALAM MENGATASI KEKURANGAN TENAGA PENDIDIK DI SMP ISLAM MA’ARIF SANGATTA UTARA." An-Nadzir : Jurnal Manajemen Pendidikan Islam 1, no. 01 (May 2, 2023): 1–11. http://dx.doi.org/10.55799/annadzir.v1i01.239.
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Strategy means careful planning of activities to achieve specific goals. The term strategy comes from the Greek strategy which is defined as "the art of the general" or the art of a commander which is usually used in warfare. This researcher uses a type of field research, where researchers directly research at the research site. By going directly to the research location, it is hoped that researchers can interact directly with related parties so that in conclusion, the results of this study are the principal's strategy for overcoming the shortage of educators at Ma'arif Sangatta North School. It has several steps including combining classes or multigrade, opening new job vacancies, carry out online learning. The inhibiting factors for school principals in overcoming this problem are inadequate school financing standards, incomplete facilities and infrastructure, and lack of teacher enthusiasm in the teaching and learning process at school. While the supporting factors are: many unemployed graduates, and optimizing the use of educational media and facilities.
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Mason, Dewayne A., and Thomas L. Good. "Mathematics Instruction in Combination and Single-Grade Classes: An Exploratory Investigation." Teachers College Record: The Voice of Scholarship in Education 98, no. 2 (December 1996): 236–65. http://dx.doi.org/10.1177/016146819609800206.
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Combination classes (also termed split or multigrade classes) are a form of classroom grouping that typically occurs when school enrollments are imbalanced or inadequate, resulting in teachers’ managing students from two or more grades for most or all of the school day. These expediently formed classes, embedded within a graded system of schooling, therefore differ significantly from multiage or nongraded classes, formed deliberately because of pedagogical or philosophical interests in team teaching, flexible grouping, individualized instruction, continuous progress curriculum, and the elimination of all vestiges of gradedness. This exploratory study compared the curriculum, instructional strategies, and organizational formats used by six combination class teachers for mathematics with those used by eighteen single-grade teachers (six who used traditional whole-class teaching and twelve who used two within-class ability groups). Results showed that the instruction, classroom organization, and curriculum content and materials of combination class teachers differed in significant ways from those of both traditional whole-class and within-class ability-grouped (two-group) single-grade teachers. Observers’ ratings and low-inference measures indicated that combination classes included fewer instances of peer cooperation, innovative curriculum, and individualized instruction. Furthermore, teacher-directed and independent-group variables (e.g., meaningful presentations, use of manipulatives, higher-level thinking emphasis) varied significantly among these three grouping formats.
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Reyteran, Riza. "Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education." International Journal of Language and Literary Studies 3, no. 4 (December 5, 2021): 131–42. http://dx.doi.org/10.36892/ijlls.v3i4.758.
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The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.
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Brown, Byron A. "Teachers' Accounts of the Usefulness of Multigrade Teaching in Promoting Sustainable Human-Development Related Outcomes in Rural South Africa." Journal of Southern African Studies 36, no. 1 (March 2010): 189–207. http://dx.doi.org/10.1080/03057071003607428.
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Tyshkevych, Olga, and Aleksandr Obidniy. "The Main Approashes for Increasing the Efficiency of the Rural School Network." International Journal of Engineering & Technology 7, no. 3.2 (June 20, 2018): 686. http://dx.doi.org/10.14419/ijet.v7i3.2.14614.
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The purpose of the article is to identify the main directions of improvement of the network of institutions of general secondary education in rural areas on the example of Ukraine. The authors developed an algorithm for research, consisting of four stages. During the study, the preconditions for forming a network of rural schools were considered. The following network parameters such as warehouse, spatial structure are found. Based on the analysis of modern socio-pedagogical requirements, the concept of promising organization of school services in rural areas has been developed. It is established that in conditions of rural settlements, it is advisable to form teams for teaching from pupils of different ages (multigrade classes). The authors provided suggestions on the formation of territorial educational districts as a promising direction for improving the network of rural schools. The perspective types of institutions of general secondary education, which are formed on the basis of interagency integration with other objects of cultural and household services of the population, are revealed. To improve the process of designing a network of village schools, the authors developed a methodology for optimizing the network of schools on the basis of linear programming.
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Dr. Muhammad Naeem Ullah, Dr. Muhammad Malik, and Mr. Wahid Mehmood. "An Investigation into Training of Elementary and Secondary Level Teachers Regarding Modern Teaching Skills." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (September 23, 2020): 200–211. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(200-211).
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There are many functions of Human Resource Management. Human Resource Development works under the supervision of HRM. HRD is a structure that helps the employees to get their skills, enhance their ability, and to get knowledge. It is framework to help the employees. HRD is a set of system which helps the employees to get a better opportunity and to enhance their skills to meet the circumstances of the future. It is a set of systematic activities by HRM. It is a systematic and efficient activity. This research aimed to measure the drawbacks of in-Service training Design for teachers at elementary and secondary levels in Punjab. The main objective of the study was (1) To investigate whether skills for modern teachers were inculcated in the training of Elementary and Secondary Level Teachers. The population of the study consisted of all Trainers and Trainees (Teachers) at Elementary and Secondary level in Punjab. The sample of the study was comprised of 665 trainers and trainees and the sample for supplementary Questioners comprised of 621 trainers and trainees. Data was collected through Questioners. Two separate Questioners were developed for trainees and trainers and a supplementary Questionnaire was also prepared to address the remaining aspects related to disaster management, Computer skills, use of social media, and multigrade teaching. Three-Point scale was used for questionnaires and weightage was given as (1) Mostly (2) To Some Extent (3) Not at All. Chi-Square test was applied for Statistical analysis. The researcher personally visited the schools and distributed questionnaires among respondents. Data collected through research instruments were tabulated, analyzed, and was discussed. Rawalpindi and Gujranwala Divisions were selected for collection of data and the study was delimited to District Attock, Rawalpindi, and Gujranwala. This Research is fruitful for trainees and trainers as well as the administration of the Training Institutes. This study presents satisfactory results, but many aspects were being ignored in training which need attention and concentration accordingly.
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Dr. Muhammad Malik, Dr. Muhammad Naeemullah, and Mr. Wahid Mehmood. "An Investigation into Training of Elementary and Secondary Level Teachers Regarding Presentation Skills." sjesr 3, no. 3 (September 29, 2020): 301–8. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(301-308).
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This research aimed to measure the drawbacks of in-service training Design for teachers at elementary and secondary levels in Punjab. The main objective of the study was to investigate whether training related to presentation skills is given to teachers or not. The population of the study consisted of all Trainers and Trainees (Teachers) at Elementary and Secondary level in Punjab. The sample of the study was comprised of 665 trainers and trainees and the sample for supplementary Questioners comprised of 621 trainers and trainees. Data was collected through Questioners. Two separate Questioners were developed for trainees and trainers and a supplementary Questionnaire was also prepared to address the remaining aspects related to disaster management, Computer skills, use of social media, and multigrade teaching. Three-Point scale was used for questionnaires and weightage was given as (1) Mostly (2) To Some Extent (3) Not at All. Chi-Square test was applied for Statistical analysis. The researcher personally visited the schools and distributed questionnaires among respondents. Data collected through research instruments were tabulated, analyzed, and was discussed. Rawalpindi and Gujranwala Divisions were selected for collection of data and the study was delimited to District Attock, Rawalpindi, and Gujranwala. This Research is fruitful for trainees and trainers as well as the administration of the Training Institutes. In the end, the Findings of the research show satisfactory results but most of the areas were neglected which needs to be addressed.
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Banerjee, Indrajit, Akhilesh Chandra Jauhari, Ajay Chandra Johorey, Sudesh Gyawali, and Archana Saha. "Student’s Accreditation of integrated Medical Education in Nepal." Asian Journal of Medical Sciences 2, no. 1 (May 15, 2011): 49–52. http://dx.doi.org/10.3126/ajms.v2i1.3592.
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Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52
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García Prieto, Francisco Javier, Carmen Álvarez-Álvarez, and Francisco José Pozuelos Estrada. "¿Difiere la dinámica de enseñanza de las escuelas rurales del norte y sur de España? Propensión, contrastes y similitudes." Educatio Siglo XXI 39, no. 3 (October 29, 2021): 11–36. http://dx.doi.org/10.6018/educatio.420581.
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Las escuelas rurales adoptan formatos distintos en cada país y desarrollan prácticas docentes comunes y divergentes con las urbanas. En España tenemos centros de diferentes tipos, que constituyen una compleja realidad. Sin embargo, apenas contamos con estudios comparativos entre regiones que muestren las peculiaridades de los diferentes tipos de centros y sus prácticas en nuestro país. En este artículo analizamos las semejanzas y diferencias que existen entre las dinámicas de enseñanza de las escuelas rurales del norte (Cantabria) y del sur de España (Huelva) a partir de un estudio cuantitativo (cuestionario) y cualitativo (entrevistas en profundidad). Los resultados comparan cuatro variables (práctica docente, desarrollo del curriculum, material didáctico y atención a la diversidad) en tres tipos de centros (unitarias, multigrado y graduadas). Las conclusiones muestran contrastes respecto a la innovación, el tratamiento de la diversidad o las plantillas docentes, y similitudes, en aspectos curriculares como el uso mayoritario del libro de texto o las dinámicas de enseñanza entre los diferentes tipos de centros educativos rurales. Rural schools take different forms in each country and develop common and divergent teaching practices in comparison to urban schools. In Spain we have different types of schools and this constitutes a complex reality. However, we hardly have comparative studies between regions that show the peculiarities of the different types of schools available. In this article, which adopts a quantitative (questionnaire) and qualitative (in-depth interviews) design, we analyse the similarities and differences that exist between the dynamics of teaching in rural schools in the north (Cantabria) and in the south of Spain (Huelva). The results compare four variables (environment, schools, teachers, students and families) in three types of schools (teaching practice, curriculum development, teaching materials and attention to diversity). The conclusions show contrasts with regard to innovation, attention to diversity or teaching staff; and similarities in curricular aspects such as the tendency to use textbooks or the dynamics of teaching within the different types of rural schools.
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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.
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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>
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Blease, Bernita, and Janet Condy. "Teaching of writing in two rural multigrade classes in the Western Cape." Reading & Writing 6, no. 1 (September 10, 2015). http://dx.doi.org/10.4102/rw.v6i1.58.
Full textAbstract:
The purpose of this research project was to understand how Cambourne’s theory of social constructivism, particularly his four instructional principles, was applied to the teaching of writing in two rural multigrade Foundation Phase classrooms in the Western Cape. Multigrade schools account for 30% of all primary schools in South Africa, but in most cases teachers are not able to provide quality education to learners. Writing in rural multigrade Foundation Phase schools is a largely neglected area for teacher development and research. Even those teaching multigrade classes are not sure how to approach it. The national curriculum, as well as our South African constitution, encourages teachers to inspire children with values based on respect, democracy, equality, human dignity and social justice. However, the two rural multigrade classes in this research project faced many challenges that hindered their ability to reach these goals. The main theoretical framework underpinning this study was based on Cambourne’s social constructivist theory, particularly his instructional principles including explicit, systematic, mindful and contextual teaching principles. This research was a qualitative study embedded within an interpretive case study. Two Foundation Phase teachers working in multigrade classrooms were purposively selected for this research. In conclusion, there is evidence that these two teachers used some of Cambourne’s instructional principles, in varying degrees, when teaching writing in their multigrade classes.[PDF to follow]
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Campos y Covarrubias, Guillermo. "Escuelas Multigrado Una Alternativa Educativa En El Campo Rural, Caso del Estado de Hidalgo, México." Xihmai 10, no. 20 (June 8, 2016). http://dx.doi.org/10.37646/xihmai.v10i20.261.
Full textAbstract:
Resumen.Este artículo hace un análisis sobre el programa educativo denominado Escuelas Multigrado, operado por la Secretaria de Educación Pública en coordinación con los gobiernos de los estados que presentan más rezagos educativos, manifestados a consecuencia de las lejanías de las poblaciones en relación a las ciudades estatales o municipios poblacionales con escases de niños para la construcción de escuelas y oferta educativa completa.En respuesta a estas demandas se crearon las escuelas multigrado en donde un docente trabaja con niños de diferentes edades dentro de un aula, por lo que se ve en la necesidad de desarrollar diferentes métodos de enseñanza para cada niño en particular, también influye el contexto en el que el niño se desarrolla, incluidos aspectos lingüísticos, culturales y sociales. En el artículo se desarrollan cada una de las competencias que deben manejar los maestros al darles seguimiento a partir del momento en que las escuelas multigrado son establecidas en el estado de Hidalgo, lo que ejemplifica los aspectos que muestran para generar alternativas. El presente análisis concluyó en agosto del 2013.Palabras claves: escuelas multigrado, marginación y métodos de aprendizaje.Abstract.This paper makes an analysis of the educational program called multi-grade schools operated by the Department of Education in coordination with the Governments of the States with more educational backwardness manifested as a result of the remoteness of populations in relations with state cities or municipalities scarcity of population with children, building schools and comprehensive educational offering. In response to these demands multigrade schools where a teacher works with children of different ages in a classroom and seeing in need to develop different teaching methods for each individual child, also influences the context is created in which the child develops, including linguistic, cultural and social aspects. The article develop each of the skills that teachers must manage, giving tracking from multigrade schools are established in these areas and aspects knowing that display, and generating alternatives.Keywords: multi-grade schools, Marginalization and learning methods.
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Tastan, Mehmet Ali, and Filiz Bezci. "Bullying from the Perspective of Multigrade Classroom Teachers." Journal of Qualitative Research in Education 23, no. 34 (April 27, 2023). http://dx.doi.org/10.14689/enad.34.1681.
Full textAbstract:
Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.
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SILVA, Nilvania dos Santos, Joana D`arc Fontes Azevedo SILVA, and Ruth Tomaz da COSTA. "The game in multigrade classes at rural schools: aid to the adoption of essential rules to life." Educação & Formação, May 1, 2020, 93–114. http://dx.doi.org/10.25053/redufor.v5i14mai/ago.1792in.
Full textAbstract:
The purpose of this article is to disseminate some of the actions developed during the execution of the project “Didactic resources: games as auxiliary tools for the transversal teaching of rules to the development of meaningful values to life in the rural world”, developed in 2018, at CampusIII of the Federal University of Paraíba. In order to contribute to the education of the rural world, in particular those who studied in multigrade rural schools, we used authors such as Freire (1983), Macedo (2008), Santos (2013), Tarouco (2004), among others, focusing on use of games as auxiliary didactic teaching resources. The target audience included teachers and students from rural schools in Pirpirituba, Paraíba. After the development of this work, it was possible to perceive the importance of games as facilitators in solving problems/difficulties and overcoming challenges that arise in teaching multigrade classes, demonstrating the importance of activities and respecting the singularities of each subject.