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Article
Outcomes of Mixed-Age Groupings - Research Highlights
Publication: Dimensions of Early Childhood, vol. 25, no. 2
Date: 1997
Pages: 22-28
Academic achievement, Cognitive development, Early childhood care and education, Early childhood education, Literature reviews, Nongraded schools
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Abstract/Notes: 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.
Language: English
ISSN: 1068-6177
Article
The Practice of Age-Grouping in English Schools: The Scope and Power of the Implicit Education Policy
Available from: Educate Journal
Publication: Educate: The Journal of Doctoral Research in Education, vol. 11, no. 1
Date: 2011
Pages: 52-64
England, Europe, Great Britain, Northern Europe, United Kingdom
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Abstract/Notes: This paper considers the phenomenon of age-grouping in English Schools from the standpoint of the possible disadvantage experienced by younger children in a cohort. It is argued that conventional age-grouping is the combined result of an accident of history, political ideology and professional inertia, and that no formal policy exists in England which serves to prescribe how schools should be organised. Instead, the effects of other policies and legislation, influencing, for example, the curriculum and assessment, combine to make alternative forms of organisation difficult, if not impossible, giving rise to, what I have called, an ‘implicit policy’. Implicit policies, I argue, can be as influential and constraining as explicit ones, and can sway professional attitudes and behaviour in subtle ways. In the case of the implicit policy on age grouping – what I have termed the age-group paradigm – my research has shown that teachers can be led through a form of professional misrecognition to misconstrue existing arrangements as arising from professional judgments rather than from political, social or economic pressures. Unquestioning acceptance of the paradigm can lead to potentially harmful labelling of children and the formation of assumptions about the abilities of younger pupils in a year group which may prevent their true potential being recognised.
Language: English
ISSN: 2049-9558
Article
Family Groupings and the Affective Domain
Available from: JSTOR
Publication: Elementary School Journal, vol. 76, no. 7
Date: 1976
Pages: 432–439
Article
Whole-Group Instruction Practices and Children's Attention: A Preliminary Report
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 26, no. 2
Date: 2012
Pages: 154-168
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Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.
Language: English
DOI: 10.1080/02568543.2012.657744
ISSN: 0256-8543, 2150-2641
Article
The AMS Safety Group Program... Making Sense of Your School's Business Insurance
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 15, no. 1
Date: Winter 1988
Pages: 32
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Language: English
ISSN: 0010-700X
Article
What Research Says: Crossing the Grade Level Gap: Research on Multiage Grouping
Available from: Taylor and Francis Online
Publication: Middle School Journal, vol. 30, no. 3
Date: 1999
Pages: 55-58
Article
Multi-Age Grouping In A Montessori Classroom Effects Positively On A Child's Social And Emotional Development
Available from: Zenodo
Publication: Multicultural Education, vol. 7, no. 4
Date: 2021
Pages: 162-167
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Abstract/Notes: This research study was conducted to see and understand the importance and positive effects of multi-age grouping classrooms on children’s social and emotional development. Themulti-age grouping study emphasize that a child can learn and become more confident in a group of fellows of different ages in a better way than of in the same age group. The Research works on different social and emotional aspects in a child’s life through discussing views of educationalists and psychologists. Some of them have been noted in literature review, then there is an analysis and conclusion too. There is an interview conducted with a head of a pre-school which follows system of mixed-age classroom and a questionnaire has been made to get reviews of the teachers. The findings concluded that the children getting education in multi-age grouping are far more active socially and emotionally than the children in regular same age group classrooms, however it is also needed to give awareness regarding the system of education as it is not very common in our society.
Language: English
ISSN: 1068-3844
Article
Are Multi-Age Grouping Practices a Missing Link in the Educational Reform Debate?
Available from: SAGE Journals
Publication: NASSP Bulletin, vol. 79, no. 568
Date: 1995-02
Pages: 27-32
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Abstract/Notes: The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced promising outcomes, especially in the affective and social skills areas. (26 references) (MLH)
Language: English
DOI: 10.1177/019263659507956805
ISSN: 0192-6365
Article
Raising Standards: Is ability grouping the answer?
Available from: Taylor and Francis Online
Publication: Oxford Review of Education, vol. 25, no. 3
Date: 1999
Pages: 343-358
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Abstract/Notes: Debate about the selection and grouping of pupils by ability has been rekindled in the drive to raise standards. In this paper, we review the literature on ability grouping and its effects on academic and non-academic outcomes for pupils, including self-esteem, attitudes towards school, and alienation. In addition, we consider aspects of the school environment that may mediate the influence of organisational grouping on pupil outcomes. The review refers extensively to British research but draws on international work where appropriate. It is argued that a return to a national system of selection and structured grouping is unlikely to raise standards. Some alternatives to ability grouping are put forward for consideration.
Language: English
ISSN: 0305-4985, 1465-3915
Article
Multiage Grouping in the Elementary School and Children's Affective Development: A Review of Recent Research
Available from: JSTOR
Publication: The Elementary School Journal, vol. 78, no. 2
Date: Nov 1977
Pages: 149-159