Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Abstract/Notes: Social problem-solving programs for withdrawn and hyperactive children within a school context were developed and implemented in a day care center, a Montessori nursery school, a Catholic elementary school, and a Catholic high school. This article describes the program implementation for each of the four schools and some of the effects on the consultative relationship.

Language: English

DOI: 10.1002/j.2164-4918.1981.tb00637.x

ISSN: 0031-5737, 2164-4918

Language: English

DOI: 10.1080/0163638990200311

ISSN: 1090-1027

Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.

Language: English

DOI: 10.1177/183693910903400408

ISSN: 1836-9391, 1839-5961

Abstract/Notes: During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty-eight per cent of responding schools reported that they had made no change. Twenty-two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty-one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self-evaluation.

Language: English

DOI: 10.1080/01411920310001629992

ISSN: 0141-1926, 1469-3518

Abstract/Notes: There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices including streaming, setting, within‐class ability and mixed ability grouping. Six pupils, of high, moderate or low ability, mixed in gender, in each Key Stage 2 class were interviewed in each school. The findings showed that pupils were aware of how and why they were grouped and accepted the rationales provided. Attitudes towards school were not affected by grouping structures, but pupils' awareness of their place in the pecking order and the nature of teasing in the school were, although these were mediated by school ethos factors.

Language: English

DOI: 10.1080/0141192042000237211

ISSN: 0141-1926, 1469-3518

Abstract/Notes: This article discusses the benefits of mixed-age grouping in infant/toddler child care programs. Single-age grouping limits the resources available in the room and disrupts developmental processes as young children move from room to room. Benefits of mixed-age grouping are discussed in terms of the children, parents, and teachers.

Language: English

DOI: 10.1007/BF00757369

ISSN: 1053-1890, 1573-3319

Language: English

DOI: 10.2307/1129185

ISSN: 0009-3920, 1467-8624

Abstract/Notes: Summarizes eight recent ERIC documents and seven journal articles on mixed-age grouping. Includes discussions of teaching in the multiage classroom, Kentucky's Primary Program, developmentally appropriate practices in the primary grades, thematic instruction, attitudes toward mixed-age grouping, and questions and answers about mixed-age grouping. (DR)

Language: English

DOI: 10.1080/00094056.1995.10521842

ISSN: 0009-4056, 2162-0725