Principals' Perceptions of Changing the Age=Grade Traditional Model of Schooling

Abstract

The traditional education system has roots in the colonial and industrial eras, but the purpose of education in today's dynamic and global economy has vastly changed. Schools need to produce creative thinkers and problem solvers. This research reviewed existing literature to explore the intersections of multiage learning, mastery learning, and blended learning in elementary schools. Centered on research questions that examined principals' perceptions of moving to a new model of elementary schooling that breaks down the barriers of age = grade (students placed into classroom because of their age) traditional schooling, this study sought to support the implementation of instructional strategies to meet elementary students' needs in the digital age. A phenomenological qualitative research design was used for the study. Six elementary school principals in schools that have implemented some aspects of multiage learning, mastery learning, and blended learning were interviewed to construct a description of their experience of breaking down the barriers of age = grade traditional elementary schooling. The findings showed that teacher capacity, progression of the curriculum, technology, time/master scheduling, and principal/teacher readiness for change emerged as barriers to moving to a new model of elementary schooling. Many conclusions were revealed in the data, but perhaps the most important was that barriers to changing the age = grade model of elementary schooling are not insurmountable. This study showed that there is a willingness and eagerness to make changes to the traditional age = grade elementary school model to meet the needs of students in the digital age.%%%%Ed.D., Educational Leadership and Management – Drexel University, 2018