ERIC Number: ED464413
Record Type: RIE
Publication Date: 2001
Multiyear Teaching: The Case for Continuity. From Inquiry to Practice.
Flinders, David J.; Noddings, Nel
Multiyear teaching is part of an ongoing interest in ways of organizing schools to best support the social and academic aims of education. Here, teachers are assigned to follow the same class as their students move together from one grade level to the next. In the first of three sections, the potential benefits of multiyear teaching are introduced and their source located in one of the hallmarks of this approach--the continuity of relationships. This section's purpose is to engage readers with the important question of why schools and teachers would want to consider multiyear teaching in the first place. The second section provides an overview of research on multiyear teaching and how this approach is being used either by itself or in combination with other forms of school restructuring. Although the volume of literature on this topic is not large, findings generally support the benefits of long-term student-teacher relationships. The connections between multiyear teaching and contemporary issues related to student diversity, citizenship, and moral education are examined in the third section. (Contains 39 endnotes, 24 references, and 29 resource websites.) (RT)
Descriptors: Academic Achievement, Classroom Environment, Educational Change, Educational Philosophy, Elementary Secondary Education, School Restructuring, Teacher Influence, Teacher Student Relationship, Teaching Conditions
Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: Phi Delta Kappa, Bloomington, IN.
Note: For another title in the Inquiry to Practice series, see EA 031 651.