ERIC Number: ED411072
Record Type: RIE
Publication Date: 1997-Jun
Constructing and Networking for Multiage Learning: Results of Final Year Evaluation.
Espinosa, Linda M.; Chen, Weigh-Jen
A project was developed in the Columbia, Missouri, public schools to use computer technology as a catalyst and support for systemic school reform to implement multiage grouping of students. Classrooms were grouped as grades K-1 and 2-3. This report includes all the formative evaluation data collected throughout the implementation of this project, Fall 1994 to Spring 1997, as well as summative data collected at the end of the project. The purpose of this evaluation was to document the extent to which the project accomplished its primary goals: to create a local learning community based on technology in order to acquire and apply knowledge about multiage grouping, and to moderate the electronic exchange of information about multiage grouping locally, nationally, and internationally. Data from multiple sources were collected and analyzed, including classroom observations, teacher interviews, teacher surveys, and teacher reflection journals. It was determined that multiage grouping was successfully established with the assistance of technology, but that practical assistance and continuous support were needed to maintain multiage grouping patterns. While developmental appropriateness improved after the first year, the emphasis was found to be more on technology than curriculum, and a need for integrating technology into constructivist teaching practices was found. There was a continued need for implementing technology to help it facilitate teaching, learning, and professional development. (JPB)
Descriptors: Access to Information, Classroom Environment, Classroom Techniques, Cognitive Development, Computer Assisted Instruction, Computer Uses in Education, Computers, Constructivism (Learning), Educational Change, Educational Innovation, Elementary School Curriculum, Elementary School Students, Information Technology, Mixed Age Grouping, Primary Education
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
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