Littérature scientifique sur le sujet « Multigrade teaching »
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Articles de revues sur le sujet "Multigrade teaching"
King, S., et P. Young. « Opening the Door on Best Practice ». Australian and International Journal of Rural Education 6, no 1 (1 mars 1996) : 29–36. http://dx.doi.org/10.47381/aijre.v6i1.405.
Texte intégralCastillo-López, Javier, et Daniel Domínguez Figaredo. « Characterisation of flipped classroom teaching in multigrade rural schools ». South African Journal of Education 42, Supplement 1 (31 décembre 2022) : S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.
Texte intégralA. De Borja, Joanna Marie, Eivan Mark S. Sigua et Arlyne C. Marasigan. « Pedagogical Practices of Multigrade Teachers in Conducting Science Learning Activities ». International Multidisciplinary Research Journal 2, no 3 (16 septembre 2020) : 219–28. http://dx.doi.org/10.54476/iimrj353.
Texte intégralRuiz, 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 (10 juin 2020) : 46–71. http://dx.doi.org/10.7719/irj.v14i1.801.
Texte intégralCarrete-Marín, Núria, et Laura Domingo-Peñafiel. « Textbooks and Teaching Materials in Rural Schools : A Systematic Review ». Center for Educational Policy Studies Journal 12, no 2 (23 juin 2022) : 67–94. http://dx.doi.org/10.26529/cepsj.1288.
Texte intégralNaparan, Genesis Balongkit, et 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 (30 avril 2021) : 25–34. http://dx.doi.org/10.31098/ijtaese.v3i1.510.
Texte intégralCâmara, Igor, Tereza de Jesus Pires Carvalho, Miguel António Cassimiro et 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 (30 janvier 2023) : 1–16. http://dx.doi.org/10.53660/clm-728-23a01.
Texte intégralMulryan-Kyne, Catherine. « The preparation of teachers for multigrade teaching ». Teaching and Teacher Education 23, no 4 (mai 2007) : 501–14. http://dx.doi.org/10.1016/j.tate.2006.12.003.
Texte intégralSahan, Gulsun. « Management of Self-Studies during Assignment Hours in Multigrade Classes ». New Trends and Issues Proceedings on Humanities and Social Sciences 3, no 3 (22 mars 2017) : 394–403. http://dx.doi.org/10.18844/prosoc.v3i3.1586.
Texte intégralRotas, Erwin Emperado, et Michael Bobias Cahapay. « Workload Stress and Results Based Performance of Multigrade Teachers ». Journal of Studies in Education 10, no 2 (10 mai 2020) : 68. http://dx.doi.org/10.5296/jse.v10i2.16874.
Texte intégralThèses sur le sujet "Multigrade teaching"
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/.
Texte intégralVu, 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/.
Texte intégralVithanapathirana, 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/.
Texte intégralMuthayan, Saloshini. « A case study of multigrade teaching in Canada : implications for South Africa ». Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.
Texte intégralHaingura, 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.
Texte intégralENGLISH 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.
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.
Texte intégralGanqa, 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.
Texte intégralBlease, 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.
Texte intégralWriting 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.
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.
Texte intégralTitus, 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/.
Texte intégralLivres sur le sujet "Multigrade teaching"
Cornish, Linley, et Matshidiso Joyce Taole, dir. Perspectives on Multigrade Teaching. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3.
Texte intégralLITTLE, ANGELA W., dir. EDUCATION FOR ALL AND MULTIGRADE TEACHING. Dordrecht : Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3.
Texte intégralAsia and the Pacific Programme of Educational Innovation for Development., dir. Multigrade teaching in single teacher primary schools. Bangkok : Unesco Principal Regional Office for Asia and the Pacific, 1989.
Trouver le texte intégralThomas, Christopher. Issues in the development of multigrade schools. Washington, D.C : World Bank, 1992.
Trouver le texte intégralNational Clearinghouse on Literacy Education., dir. Teaching and learning in the multigrade classroom : Student performance and instructional routines. [Washington, D.C.?] : National Clearinghouse on Literacy Education, 1991.
Trouver le texte intégralMulkeen, 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.
Trouver le texte intégralCathal, Higgins, Education For All Fast Track Initiative. et World Bank. Africa Regional Office. Human Development Dept., dir. Multigrade teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and the Gambia. Washington, D.C : Africa Region Human Development Department, World Bank, 2009.
Trouver le texte intégralBank, World, dir. Multigrade teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and the Gambia. Washington, D.C : The World Bank, 2009.
Trouver le texte intégralMulkeen, 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.
Trouver le texte intégralQuist, Dawn. Resource Materials for Multigrade Teaching. Commonwealth Secretariat, 2005. http://dx.doi.org/10.14217/9781848598713-en.
Texte intégralChapitres de livres sur le sujet "Multigrade teaching"
Kivunja, Charles, et Margaret Sims. « Multigrade pedagogies ». Dans 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.
Texte intégralCornish, Linley. « Quality Practices for Multigrade Teaching ». Dans Perspectives on Multigrade Teaching, 165–84. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_9.
Texte intégralWeber, Everard, et Tsakani Chaka. « Multigrade Education in South Africa : Does It Promote Educational Change and Social Development ? » Dans Perspectives on Multigrade Teaching, 41–55. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_3.
Texte intégralvan Wyk, Micheal M. « South African Multigrade Teachers’ Implementation of Cooperative Learning Strategies ». Dans Perspectives on Multigrade Teaching, 73–93. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_5.
Texte intégralCornish, Linley. « Introduction ». Dans Perspectives on Multigrade Teaching, 1–17. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_1.
Texte intégralTaole, Matshidiso Joyce, et Linley Cornish. « Breaking Isolation in Australian Multigrade Teaching Contexts Through Communities of Practice ». Dans Perspectives on Multigrade Teaching, 95–117. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_6.
Texte intégraldu Plessis, André, et Brenda Subramanien. « Challenges that South African Multigrade Teachers Experience in Implementing Information and Communication Technologies ». Dans Perspectives on Multigrade Teaching, 119–40. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_7.
Texte intégralThaba-Nkadimene, Kgomotlokoa Linda, et Tsebe Wilfred Molotja. « Critical and Capability Theories as a Framework to Improve Multigrade Teaching ». Dans Perspectives on Multigrade Teaching, 57–70. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_4.
Texte intégralBannister-Tyrrell, Michelle, et Erika Pringle. « Differentiation in an Australian Multigrade Classroom ». Dans Perspectives on Multigrade Teaching, 185–212. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_10.
Texte intégraldu Plessis, André, et Brenda Subramanien. « Teacher Usage of ICT in a South African Multigrade Context ». Dans Perspectives on Multigrade Teaching, 213–41. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_11.
Texte intégralActes de conférences sur le sujet "Multigrade teaching"
Acatrinei, Irina Roxana. « Multigrade Teaching Today.the Romanian’ Teachers Perception ». Dans 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.47.
Texte intégralRomo, Necy Cesaria. « Multigrade Teaching Experience in Ilocos Sur : Basis for Extension Program ». Dans 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.
Texte intégralAcatrinei, Irina Roxana, et Adina Oltița Popovici. « THE ORGANIZATION OF MULTIGRADE TEACHING IN PRIMARY SCHOOL. CHALLENGES AND CHANCES ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0442.
Texte intégral« The Prospects and Challenges of Multigrade Teaching Approach in Secondary Schools in Nigeria ». Dans International Conference on Arts, Economics and Management. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0314099.
Texte intégralPhakisi, Maisaiah, Ritu Bhagwandeen et Awelani Rambuda. « STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS IN LESOTHO ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2010.
Texte intégralPhakisi, Maisaiah, Ritu Bhagwandeen et Awelani Rambuda. « THE TEACHING STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS : A CASE OF TWO RURAL DISTRICTS IN LESOTHO ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1847.
Texte intégralClery, Josué, Isabel Posligia, Edison Cruz, Martha Suntaxi, Roberto Palacios, Susana Molina, Gonzalo Vera et Arturo Clery. « Communication of the linguistic awareness of Ecuadorian students, through a web system ». Dans 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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