Multiage Classrooms
Greetings. The following materials are intended to provide an introduction to Multiage Classroom. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ming-Fang Hsieh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Association for Multiage Education
Research, Newsletter and Online Articles About Multiage Education
Effective Practices Collection
Multiage Grouping
Resources for Multiage Education
Multiage Education Thesis
Citations From the ERIC Database
AN: EJ611832
AU: Ong,-Wendy; Allison,-Jeanette; Haladyna,-Thomas-M.
TI: Student Achievement of 3rd-Graders in Comparable Single-Age and Multiage Classrooms.
PY: 2000 SO: Journal-of-Research-in-Childhood-Education; v14 n2 p205-15 Spr-Sum 2000
DE: *Academic-Achievement; *Classroom-Environment; *Elementary-School-Students; *Mixed-Age-Grouping
DE: Ability-; Comparative-Analysis; Grade-3; Mathematics-Achievement; Performance-Factors; Primary-Education; Reading-Achievement; Sex-Differences; Writing-Achievement
AB: Compared reading, writing, and mathematics achievement of Title I and non-Title I third graders in comparable multiage and single-age classrooms in three school districts. Found higher achievement among non-Title I students in multiage settings when compared to those in a single-age setting. No setting differences were observed for Title I students. (Author/KB)
AN: EJ600456
AU: Lloyd,-Linley
TI: Multi-Age Classes and High Ability Students.
PY: 1999 SO: Review-of-Educational-Research; v69 n2 p187-212 Sum 1999
DE: *Ability-; *Effect-Size; *High-Achievement; *Mixed-Age-Grouping
DE: Affective-Behavior; Cognitive-Processes; Educational-Research; Elementary-Education; Nontraditional-Education
AB: Reviews research on multiage classroom organization as an option for high-ability students. Studies of cognitive and affective factors have consistently shown positive effect sizes. Discusses conditions under which positive effects are most likely and explores multiage classes as an alternative for high-ability children. (Contains 85 references.) (SLD)
AN: ED432368
AU: Forsten,-Char; Grant,-Jim; Richardson,-Irv
TI: The Multiage Evaluation Book.
PY: 1999
AV: Crystal Springs Books, Ten Sharon Road, P.O. Box 500, Peterborough, NH 03458; Tel: 800-321-0401 (Toll-Free); Fax: 800-337-9929 (Toll-Free).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Evaluation-Methods; *Mixed-Age-Grouping
DE: Class-Organization; Elementary-Education; Grouping-Instructional-Purposes; Instructional-Effectiveness; Program-Effectiveness; Program-Evaluation; Teaching-Methods
AB: Multiage is an instructional design whereby students from two or more grades are blended together into a learning community that progresses with the same teacher(s) for two or more years. This book was designed to help teachers and administrators explore, implement, and evaluate their multiage program. The book is presented in four parts. The first three parts share a consistent format and include a series of checklists and charts for participating educators to complete. Part 1, "Exploring the Multiage Classroom," examines the multiage classroom, reasons for its implementation, and the kinds of instructional practices commonly associated with it. Part 2, "Implementing the Multiage Classroom," presents the steps involved in planning the instructional design associated with a multiage classroom. Part 3, "Evaluating the Multiage Classroom," provides assistance in establishing an evaluation process for the multiage instructional design, clarifying the elements to be evaluated and how the results should be used, shared, and reported. Part 4, "Support Pages," contains reproducible forms and sample letters, questionnaires, and surveys, ready for revision or immediate use. The final section also provides recommended resources for further information. (KB)
AN: EJ583577
AU: Forsten,-Char; Grant,-Jim; Richardson,-Irv
TI: Multiage and Looping: Borrowing from the Past.
PY: 1999 SO: Principal-; v78 n4 p15-16,18 Mar 1999
DE: *Diversity-Student; *Educational-Benefits; *Mixed-Age-Grouping; *Student-Needs; *Teacher-Student-Relationship; *Time-Factors-Learning
DE: Attendance-; Elementary-Education; Staff-Development; Training-
AB: The revived interest in multiage and looping (multiyear) classrooms addresses today's children's needs for a long-term, caring, learning environment. Although these practices are not panaceas, they are time-effective and instructionally efficient, allowing for continuous learning and less repetition, when teachers have adequate support, training, and staff development. (MLH)
AN: EJ581587
AU: Feldman,-Jay; Gray,-Peter
TI: Some Educational Benefits of Freely Chosen Age Mixing among Children and Adolescents.
PY: 1999 SO: Phi-Delta-Kappan; v80 n7 p507-12 Mar 1999
DE: *Creative-Thinking; *Educational-Benefits; *Mixed-Age-Grouping; *Nongraded-Instructional-Grouping; *Nontraditional-Education; *Skill-Development
DE: Elementary-Secondary-Education; Play-; Research-Needs; Social-Development; Student-Responsibility
AB: Observation of 200 children ages 4 to 19 attending a Massachusetts nongraded alternative school disclosed substantial age mixing. Younger children used older children to develop skills and acquire knowledge. Age mixing encouraged opportunities for creativity, helped match abilities, and fostered older children's sense of responsibility for younger children. (MLH)
AN: EJ605799
AU: Butler,-Abby
TI: Do Multiage Classrooms Help Students Succeed?
PY: 1998 SO: General-Music-Today; v12 n1 p28-31 Fall 1998
DE: *Age-Differences; *Educational-Benefits; *Educational-Research; *Mixed-Age-Grouping; *Music-Education
DE: Academic-Achievement; Higher-Education; Self-Esteem; Student-Attitudes; Student-Motivation
AB: Reviews research about the effects of multiage grouping particularly focusing on the differences in achievement and attitudes between students in multiage and single-grade classes and the implications of those differences. Maintains that the value of multiage instruction rests in its ability to foster positive self-esteem and enhance student attitudes toward school. (CMK)
AN: EJ592351
AU: Mason,-DeWayne-A.; Doepner,-Roland-W.,-III
TI: Principals' Views of Combination Classes.
PY: 1998 SO: Journal-of-Educational-Research; v91 n3 p160-72 Jan-Feb 1998
DE: *Mixed-Age-Grouping; *Multigraded-Classes; *Principals-
DE: Administrator-Attitudes; Elementary-Education
AB: Examined elementary principals' views of combination classes. Interviews indicated they preferred single-grade classes, believing that combinations led to diminished curriculum and parent and teacher concerns. They assigned effective, experienced teachers and high-ability, independent students to these classes. Few viewed combination classes as encouraging more progressive, nongraded practices. Teachers most frequently used two-group and whole-class approaches. (SM)
AN: EJ578033
AU: Katz,-Lilian-G.; Allison,-Jeanette; Clark,-Marty; Bergman,-Roberta; Gainer,-Sue
TI: Multi-Age Caregiving. Beginnings Workshop.
PY: 1998 SO: Child-Care-Information-Exchange; n124 p45-60 Nov-Dec 1998
DE: *Cross-Age-Teaching; *Day-Care-Centers; *Mixed-Age-Grouping
DE: Early-Childhood-Education; Instructional-Program-Divisions; Preschool-Education; Program-Improvement; Workshops-
AB: Presents four articles on the benefits of multi-age child care settings as being similar to a natural family setting. The workshop titles are: "The Benefits of the Mix" (Katz); "Dealing with Staff and Parent Concerns" (Allison); "Multi-Age at Riverfield Country Day School" (Clark); and "Making Multi-Age Groups Work" (Bergman and Gainer). (LBT)
AN: EJ573352
AU: Arnold,-Sue-Beth; Kidwell,-Barbara; Rossman,-David
TI: Multiage Assessme
NT: One School's Plan.
PY: 1998 SO: Primary-Voices-K-6; v6 n2 p36-43 Apr 1998
NT: Theme: Literacy in Multiage Classrooms. Journal availability: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096.
DE: *Continuous-Progress-Plan; *Mixed-Age-Grouping; *Nongraded-Instructional-Grouping; *Student-Evaluation
DE: Educational-Objectives; Elementary-Education; Parent-Teacher-Cooperation; Report-Cards
AB: Describes one elementary school's multiage assessment plan. Describes how standards were developed, and describes the assessment plan's guiding eleme
NT: the progress report arranged as a continuum of objectives that serve as a goal indicator and a reporting mechanism. Discusses how objectives are assessed, record keeping and documentation, and the parent communication schedule. (SR)
AN: EJ573351
AU: Davenport,-M.-Ruth
TI: A Legacy of Learning and Love: A Multiage Classroom.
PY: 1998 SO: Primary-Voices-K-6; v6 n2 p19-35 Apr 1998
NT: Theme: Literacy in Multiage Classrooms. Journal availability: National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096.
DE: *Inquiry-; *Mixed-Age-Grouping; *School-Schedules
DE: Curriculum-; Educational-Objectives; Elementary-Education; Student-Evaluation; Student-Projects; Teacher-Student-Relationship
AB: Describes a multiage classroom of 7-, 8-, and 9-year olds, with the days structured in inquiry cycles. Describes goals for learners, creating a curriculum framework, establishing a context for learning; and talking, questioning, and inviting inquiry. Describes the daily planning circle, periods of exploration that follow, reflections in the learner's circle, the performance of understanding, and ongoing assessment. (SR)
AN: EJ570798
AU: MacIntyre,-Karen-P.
TI: When Opposites Attract: Using Differences to Make a Difference.
PY: 1998 SO: Young-Children; v53 n5 p84 Sep 1998
DE: *Mixed-Age-Grouping; *Multigraded-Classes; *Preschool-Teachers; *Teacher-Collaboration
DE: Cooperative-Planning; Educational-Principles; Innovation-; Preschool-Education; Teamwork-; Young-Children
AB: Describes how the collaboration of teachers with different educational philosophies and a monthly joint project led to the development of a trial multiage classroom with pre-first and pre-kindergarten students. Maintains that differences in educational philosophies can help provide the means to create a balanced environment for children and encourage teachers to be innovative risk takers. (Author/KB)
AN: EJ570121
AU: Jenkins,-John-M.
TI: Nongrading the High School.
PY: 1998 SO: International-Journal-of-Educational-Reform; v7 n3 p276-80 Jul 1998
DE: *Continuous-Progress-Plan; *Educational-History; *Mixed-Age-Grouping; *Nongraded-Instructional-Grouping
DE: Curriculum-; Educational-Improvement; High-Schools; Lifelong-Learning
AB: Reviews the history of nongraded high schools, from Preston Search's pioneering efforts in Pueblo, Colorado, to early 1900s Dalton and Winnetka Plans and midcentury continuous-progress plans. Competency, not age, already determines participation in band, orchestra, choir, and athletics. Curricula should be based on the structure, methodology, and content of subject fields. (MLH)
AN: EJ567783
AU: Stone,-Sandra-J.
TI: Creating Contexts for Middle-Age Learning.
PY: 1998 SO: Childhood-Education; v74 n4 p234-36 Sum 1998
DE: *Cognitive-Development; *Emotional-Development; *Learning-Centers-Classroom; *Mixed-Age-Grouping; *Social-Development
DE: Classroom-Techniques; Cross-Age-Teaching; Elementary-Education; Interpersonal-Competence; Peer-Influence; Peer-Teaching; Prosocial-Behavior
AB: Presents the theories of Vygotsky and Bandura that provide the foundation for research on cross-age learning in multiple-age groupings. Discusses the cognitive, social, and emotional benefits children derive from mixed-age groupings. Outlines social learning contexts, such as learning centers and projects, and structural contexts, such as multiage classrooms. (TJQ)
AN: EJ565426
AU: Kolstad,-Rosemarie; McFadden,-Andrea
TI: Multiage Classrooms: An Age-Old Educational Strategy Revisited.
PY: 1998 SO: Journal-of-Instructional-Psychology; v25 n1 p14-18 Mar 1998
NT: Journal availability: V.U. Publishing Co., P.O. Box 8826, Spring Hill Station, Mobile, AL 36608.
DE: *Academic-Achievement; *Mixed-Age-Grouping; *Self-Esteem; *Social-Development
DE: Elementary-Secondary-Education; Multigraded-Classes; Nontraditional-Education; Parent-Attitudes; Parent-Teacher-Cooperation; Peer-Teaching; Teacher-Attitudes
AB: Examines research findings of the multiage classroom concept and delineates the advantages (higher progress in areas of academia, self-esteem, and socialization skills, as well as development of the teacher/parent relationship) and disadvantages (additional planning/preparation time and difficulties with parents, scheduling, and budget constraints) of such a teaching strategy. (JAK)
AN: EJ564690
AU: Petrie,-Garth; Lindauer,-Patricia; McKinney,-Rebecca
TI: Parents, Community, and the Nongraded Primary: Making a Successful Transition.
PY: 1998 SO: Contemporary-Education; v69 n2 p92-94 Win 1998
DE: *Mixed-Age-Grouping; *Multigraded-Classes; *Nongraded-Instructional-Grouping
DE: Community-Education; Elementary-School-Students; Parent-Education; Parent-School-Relationship; Primary-Education; School-Community-Relationship
AB: Parents and community members must be educated to understand nongraded primary education and how primary age children need to be schooled in order to provide the best education. The larger school community should play a significant role in developing and implementing nongraded plans. Schools must encourage parents and community volunteers to participate in children's education. (SM)
AN: ED424008
AU: Gorrell,-Janet-L.
TI: A Study Comparing the Effect of Multiage Education Practices versus Traditional Education Practices on Academic Achievement.
PY: 1998
NT: Master's Thesis, Salem-Teikyo University.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED424008
DE: *Elementary-School-Students; *Mathematics-Achievement; *Mixed-Age-Grouping; *Reading-Achievement; *Traditional-Schools
DE: Academic-Achievement; Class-Organization; Comparative-Analysis; Educational-Research; Elementary-Education; Nontraditional-Education; Outcomes-of-Education
AB: This study compared the effects of multi-age classroom strategies to those of traditional classroom strategies on the academic achievement of fourth grade students in reading and math. Standardized test scores from 20 fourth-grade students in two multi-age third- and fourth-grade classrooms were compared to the scores of 20 students from 7 traditional fourth-grade classrooms. The Stanford Achievement Test (SAT), ninth edition was used as the test instrument. Scores from the students' third grade test in the 1996-97 school year were compared to their scores from the fourth grade test in reading and math by applying T-tests to the data. Analysis of the data revealed no difference in reading or math achievement between students taught in a multi-age classroom and those from a traditional classroom. (JPB)
AN: ED416456
AU: Kasten,-Wendy-C.; Lolli,-Elizabeth-Monce
TI: Implementing Multiage Education: A Practical Guide.
PY: 1998
AV: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 ($25.95 plus 10% shipping/handling).
PR: Document Not Available from EDRS.
DE: *Classroom-Environment; *Educational-Change; *Mixed-Age-Grouping; *Student-Evaluation
DE: Curriculum-Development; Elementary-Secondary-Education; Evaluation-Methods; Language-Arts; Mathematics-Instruction; Program-Implementation
AB: Noting that multiage education continues to receive a great deal of interest as educators, legislators, and parents seek to find ways to improve educational experiences for all children, this book takes readers by the hand and guides them as they move from exploring the concept of multiage to the actual stages of implementation. As is consistent with the philosophy of multiage, the book does not suggest that there is only one right way to put multiage into practice but presents many possible avenues to beginning multiage classes. "Clipboards" and "memos" at the end of each chapter provide summaries or discussion questions for the faculty to ponder as they decide if and how to implement multiaging in their school. After a foreword by Barbara Nelson Pavan and an introduction, chapters in the book are: (1) "Why Become Multiage"; (2) "Changing the Face of Education--Successfully"; (3) "Designing the Multiage School"; (4) "Schoolwide Considerations"; (5) "Setting the Stage: Curriculum and Instruction in a Context"; (6) "Designing the Multiage Curriculum"; (7) "Implementing Your Curriculum in the Multiage Classroom"; (8) "Math in the Multiage Classroom"; and (9) "Assessment in the Multiage Classroom." Contains approximately 220 references; 17 appendixes include survey instruments, class list forms, standards for various content areas, and a list of whole language beliefs; contains a 52-item glossary). (RS)
AN: EJ557329
AU: Umek,-Ljubica-Marjanovic; Musek,-Petra-Lesnik
TI: Symbolic Play in Mixed-Age and Same-Age Groups.
PY: 1997 SO: European-Early-Childhood-Education-Research-Journal; v5 n2 p47-59 1997
DE: *Mixed-Age-Grouping; *Preschool-Children; *Preschool-Education; *Pretend-Play
DE: Age-Groups; Early-Childhood-Education; Educational-Research; Foreign-Countries; Young-Children
AB: Investigated the content, degree of complexity, and wholeness of the transformation in symbolic play among same-age and mixed-age groups of 4- to 7-year olds in Slovenia. Results confirm that, in mixed-age groups, the role definition in symbolic play is provided on a higher level than in same-age groups, which enables social imaginative play to develop. (JPB)
AN: EJ550544
AU: Lolli,-Elizabeth-Monce
TI: Multiage Misconceptions: Suggestions from Practice.
PY: 1997 SO: ERS-Spectrum; v15 n3 p14-19 Sum 1997
DE: *Academic-Achievement; *Grading-; *Misconceptions-; *Mixed-Age-Grouping; *Program-Implementation; *Teaching-Methods
DE: Educational-Philosophy; Elementary-Education
AB: A former principal of a nongraded elementary school discusses the nongraded, multiage philosophy, effects of multiage grouping, prevalent misconceptions, and suggestions from practice. Critics often mistakenly characterize multiage classrooms as homogeneous, unstructured, and team-taught; appropriate for kindergarten and primary children only; reflective of current age-grouping and grading practices; and easily implemented. (27 references) (MLH)
AN: EJ545045
AU: Lemerise,-Elizabeth-A.
TI: Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms.
PY: 1997 SO: Merrill-Palmer-Quarterly; v43 n2 p199-218 Apr 1997
DE: *Mixed-Age-Grouping; *Peer-Acceptance; *Peer-Relationship
DE: Aggression-; Early-Childhood-Education; Popularity-; Preschool-Children; Reputation-; Sex-Differences; Shyness-; Social-Status
AB: Studied peer acceptance, social status, and social reputation in children attending mixed-age programs. Found that younger children were less well-accepted and more likely to be nominated by peers as shy, while gender (but not age) affected aggressiveness. Also found that at the primary level, girls were more likely to be nominated as shy. (EV)
AN: EJ545034
AU: Stegelin,-Dolores-A.
TI: Outcomes of Mixed-Age Groupings. Research Highlights.
PY: 1997 SO: Dimensions-of-Early-Childhood; v25 n2 p22-28 Spr 1997
DE: *Educational-Research; *Mixed-Age-Grouping; *Outcomes-of-Education
DE: Academic-Achievement; Cognitive-Development; Early-Childhood-Education; Interpersonal-Competence; Self-Concept; Social-Development
AB: A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and positive outcomes for children in multi-age groups. (EV)
AN: ED418771
AU: McClellan,-Diane-E.; Kinsey,-Susan
TI: Children's Social Behavior in Relationship to Participation in Mixed-Age or Same-Age Classrooms.
PY: 1997
NT: Paper presented at the Biennial Meeting of the Society for Research in Child Development (SRCD) (Washington, DC, April 3-6, 1997).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED418771
DE: *Elementary-School-Students; *Mixed-Age-Grouping; *Social-Behavior
DE: Aggression-; Antisocial-Behavior; Comparative-Analysis; Followup-Studies; Friendship-; Grade-1; Grouping-Instructional-Purposes; Longitudinal-Studies; Primary-Education; Prosocial-Behavior
AB: Research on the social and cognitive effects of grouping children in mixed-age versus same-age classrooms is gaining interest among practitioners and researchers. This investigation used a teacher rating scale to assess children's prosocial, aggressive, and friendship behaviors in mixed- and same-age classrooms. Confounding variables such as the child's age and sex, the teacher's educational level, and classroom practices, were statistically controlled. Participating were 649 students from 29 classrooms in 2 suburban Chicago schools and 2 inner city Milwaukee schools. The mixed-age condition was comprised of 177 males and 135 females, and the same-age classes had 152 males and 173 females. A pretest of teacher ratings of kindergarten children who were later assigned to either a mixed- or same-age first grade classroom showed no preexisting behavioral differences. Posttest findings suggested a significant positive effect on children's prosocial behavior as a result of participation in a mixed-age classroom context. Fewer children appeared to experience social isolation in mixed-age classrooms than in same-age classrooms. Aggressive and negative behaviors were significantly less likely to be noted by teachers in mixed-age than in same-age classrooms. Follow-up ratings of third graders, all of whom were by then enrolled in same-age classrooms, indicated that children who had participated in same-age classrooms were significantly more likely to be rated by their current teachers as aggressive or disruptive. (Contains 76 references.) (KB)
AN: ED414086
AU: Tercek,-Patricia-M.
TI: Mixed-Age Grouping in Kindergarten: A Best Case Example of Developmentally Appropriate Practice or Horace Mann's Worst Nightmare?
PY: 1997
NT: Master's Research Practicum, Malone College.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED414086
DE: *Kindergarten-Children; *Mixed-Age-Grouping; *Preschool-Teachers; *Teacher-Attitudes
DE: Comparative-Analysis; Primary-Education; Private-Schools; Public-Schools; Surveys-
AB: This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage program on kindergartners. Participating were 48 public and private school kindergarten teachers from Ohio and Kentucky who taught in multiage settings. Questionnaire results indicated that teachers believed schools implemented multiage programs because they viewed them as benefiting children; encouraging appropriate, student-centered, practices; reducing pressures for competition; developing peer learning; facilitating flexible student pacing; and promoting a family-like climate. Necessary components for successful implementation of mixed-age grouping included developmental curricula, pre-implementation discussions, parental knowledge and support, ongoing staff development, a supportive administration, and visits to existing multiage programs. Identified benefits for students included the child focus, acceptance of children's uneven development, the level of cooperation, older children acting as models for younger, and improvement in self-esteem, social and leadership skills, language. There were private-public school teacher differences in the concerns presented for kindergartners in mixed-age classrooms, with private school teachers more likely than public school teachers to have no concerns regarding making older children appear less capable than younger, lack of challenge for older children, developmental differences among students, older children feeling exploited when younger ones' ask for help, or younger children feeling intimidated by older classmates. (The survey is appended. Contains 34 references.) (Author/KB)
AN: EJ596386
AU: Mason,-De-Wayne-A.; Burns,-Robert-B.
TI: "Simply No Worse and Simply No Better" May Simply Be Wrong: A Critique of Veenman's Conclusion about Multigrade Classes.
PY: 1996 SO: Review-of-Educational-Research; v66 n3 p307-22 Fall 1996
NT: Reviews "Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis" by Simon Veenman, "Review of Educational Research," n65 p319-81. Research supported by the University of California Regents, and the University of California, Riverside.
DE: *Academic-Achievement; *Elementary-School-Students; *Mixed-Age-Grouping; *Multigraded-Classes
DE: Elementary-Education; Meta-Analysis; Synthesis-; Teacher-Motivation
AB: Critiques the conclusions of S. Veenman (1995) about multigrade classes and suggests that selection bias and lower-quality instruction should be included as part of the explanation for his findings of no difference. Indicates that multigrade classes have at least a small negative effect on achievement and potentially negative effects on teacher motivation. (SLD)
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Other Resources (available either for sale or via interlibrary loan)
Title: Implementing multiage education : a practical guide to a promising future
Author: Kasten, Wendy C.
Year: 1998
Publisher: Christopher-Gordon Publishers
Title: The multiage classroom
Author: Stone, Sandra J.
Year: 1998
Publisher: Kappa Delta Pi
Title: A multiage classroom : choice and possibility
Author: Miletta, Maureen McCann
Year: 1996
Publisher: Heinemann
Title: The multiage handbook : a comprehensive resource for multiage practices
Editor: Aldene Fredenburg
Year: 1996
Publisher: Society for Developmental Education
Title: Learning together : a manual for multiage grouping
Author: Bacharach, Nancy
Year: 1995
Publisher: Corwin Press
Title: A common sense guide to multiage practices
Author: Grant, Jim
Year: 1995
Publisher: Teacher's Pub. Group
Title: Multiage Q & A : 101 practical answers to your most pressing questions
Author: Grant, Jim
Year: 1995
Publisher: Crystal Springs Books
Title: Children at the center : implementing the multiage classroom
Author: Miller, Bruce A.
Year: 1994
Publisher: Portland
Title: Full circle : a new look at multiage education
Author: Chase, Penelle
Year: 1994
Publisher: Heinemann
Title: Multiage portraits : teaching and learning in mixed-age classrooms
Author: Charles Rathbone
Year: 1993
Publisher: Crystal Springs Books
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