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ERIC Number: ED404033
Record Type: Non-Journal
Publication Date: 1996
Pages: 22
Abstractor: N/A
Reference Count: N/A
Implementing a Multi-age Model in a New York City Public School.
Springsteen, Debra
Benefits of multi-age grouping include continuity for children and teachers, a sense of community, the possibility for peer tutoring, and an incorporation of developmental differences. This study explored the development of a non-graded program in a New York City public school, particularly the attitudes of teachers, students, and parents to the new program. Twenty subjects in each category completed a survey or an interview. Results indicated that not only were parents and students relatively uninformed about mixed-age grouping before the program began, but teachers also felt that the support and training they received were inadequate. Teachers did have positive attitudes about the benefits of mixed-age grouping, however, and students seemed to have made a positive adjustment. About half of the parents held positive attitudes toward mixed-age grouping, but parents overall appeared to reserve judgment because of a perceived lack of information. (EV)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A