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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: ED373915
Record Type: RIE
Publication Date: 1994
Pages: 124
Abstractor: N/A
Reference Count: N/A
A Common Sense Guide to Multiage Practices.
Grant, Jim; Johnson, Bob
Recognizing that children are individuals with different needs, backgrounds, learning styles, and personalities, this book provides information on elements of a successful multiage, continuous progress classroom at the primary level. Following an introduction to the concept of multiage, continuous progress practices, the book discusses the environment of a multiage classroom and the different types of learning taking place: cognitive, social, and physical. It then examines principles of developmentally appropriate practice that underpin the multiage concept. Next, the book presents a rationale for and research in support of the move away from the graded classrooms, including a checklist of advantages of multiage grouping, followed by a look at different configurations of multiage classrooms. Elements of multiage classroom, and of the transition to such an arrangement, are discussed in the remaining sections of the guide, including: (1) diversity and inclusiveness; (2) caution, commitment, confidence, and competence required to deal with changes involved in the transition; (3) clarification of goals; (4) cooperation; (5) organization of the classroom for learning; (6) partnerships with parents; (7) sharing responsibility; (8) appropriate strategies; and (9) authentic assessment. The book concludes with a checklist to help determine how far or close a classroom is to multiage, continuous progress, and a planning chart to help begin the transition. Additional resources are also listed. (HTH)
Crystal Springs Books, P.O. Box 500, Peterborough, NH 03458 ($16.95).
Publication Type: Guides - Non-Classroom; Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A