ERIC Number: ED402008
Record Type: RIE
Publication Date: 1996
Our Best Advice: The Multiage Problem Solving Handbook. K-8.
Grant, Jim; And Others
A multiyear, multiage experience, combined with what is known about collaborative learning, learning styles, and multiple intelligences, grouping practices, and the success of inclusion in such a setting, promises to give all children a real opportunity for success in the classroom. Many schools have implemented multiage programs successfully, but other programs have been rushed into without proper planning and with requirements that conflict with the spirit of multiage practices. This book shows the potential pitfalls of implementing and conducting a multiage program, and tells how to avoid them. It discusses planning, staff development, student selection, parental involvement, inclusion, specialists in the multiage classroom, and many other issues that, handled properly, will make a multiage program a success. The book is a response to concerns expressed by teachers and offers advice to those educators faced with creating a new multiage program, and to those already in a program and struggling to make it work. The first part of the book offers brief discussions of over 30 basic concepts that should be considered when implementing multiage programs. The second part provides a short list of resources, including organizations, newsletters, and conferences. The last part contains a bibliography of over 190 items. (TJQ)
Descriptors: Classroom Environment, Educational Change, Educational Improvement, Elementary Education, Grouping (Instructional Purposes), Mixed Age Grouping, Multigraded Classes, Nontraditional Education, Problem Solving, Program Development, Program Implementation, Student Needs, Teacher Role, Teaching Methods
Crystal Springs Books, Ten Sharon Road, P.O. Box 500, Peterborough, NH 03458; telephone: 800-321-0401; fax: 800-337-9929 ($12.95).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: N/A