Multigrade Classrooms Research Articles

Myths and Realities of Rural Schools. The Voice of Families and Teachers

Introduction. By invoking Shakespeare’s famous query, ‘to be or not to be, that is the question,’ this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-grade classrooms. Method. Using a multiple case study design and triangulating qualitative instruments (photovoice, incomplete sentence prompts, and observation), we analyzed the evaluations and experiences of 76 families and 18 teachers concerning the context, the educational practice, and the internal sphere of rural schools. The data were processed through content analysis using ATLAS.ti 22 software, resulting in the identification of 8 categories and 3 dimensions: space and resources, coexistence, teaching and learning in rural schools. Results. The findings reveal several myths and idealizations held by teachers and families regarding the following aspects: the natural rural environment; facilities, infrastructures, resources, and services; coexistence; individualisation, multi-grade classrooms, and academic performance in rural schools. Conclusions. The study concluded that some of these myths do not align with the actual conditions of the studied environment. Rural schools can offer authentic, high-quality learning experiences on equal terms with other educational institutions, dependent on the mediation of the teaching teams that work in them. The study allows for reflection and provides information not only to visibility of rural schools and empower them but also to make decisions enable their educational improvement.

Evaluation of Primary Reading Teaching in Multigrade Classes According to Teachers' Views

Multigrade classes which are at least two or more grade’s students are brought together in the same classroom and educational activities are carried out simultaneously by a single teacher. The main purpose of this study is how this practice, closely related to many teachers, students and parents, is evaluated by teachers. The aim of this study is to reveal how teachers explain this experience, its positive and negative aspects, and the difficulties experienced during sound-based sentence teaching. Semi-structured interviews were held with 7 teachers in order to evaluate primary reading instruction in multigrade classes according to teachers' opinions. The data regarding the participants selected by the criterion sampling method were transferred to the word environment on the computer and descriptive analysis was performed. The analyses were evaluated and interpreted. Teachers stated that teaching in multigrade classrooms is quite different from teaching in independent classrooms. They stated that this experience provides greater satisfaction at the teaching profession and increases the sense of belonging to the school. They also stated that it is important to step in the role of community leadership and to reside in the village. Among the positive aspects of teaching in multigrade classes; supporting students’ social and emotional development; supporting cognitive development by more effective usage of peer teaching, and the small class member number. Among the negative aspects, there are time constraints, emotional difficulties experienced by teachers, insufficient readiness of students, upper classes to make fun of lower classes, physical limitations and material deficiencies. It has been mentioned that some teachers changed the order of the letters during the teaching reading, that the region where the school is located is a place with intense dialect, making the process difficult, and the difficulties of performing some sound recognition activities. In order to allocate more resources to the relevant schools in order to overcome the difficulties experienced in the multigrade classrooms and to enable the teachers to start the process more ready, it is recommended that the education courses in the multi-grade classrooms conducted at the university should be more practice-based. The participants in this study are teachers. A study can be conducted that addresses the students' perspective.

Realigning Curriculum to Simplify the Challenges of Multi-Graded Teaching in Government Schools of Karnataka

A comprehensive overview of the perceptions, challenges and advantages related to multigrade classrooms are discussed in detail. Multigrade teaching is more common than what is generally perceived and is considered as a solution for a variety of challenges faced by the education system of a society. A few methods of teaching in multigrade teaching are discussed in detail with advantages and limitations in following these methods. The urgent need for developing and supplying the instructional material specifically designed for teaching in multigrade classrooms is also highlighted in the article. A simple and novel solution that may be followed by teachers of Karnataka is also discussed in detail.

Inclusive Pedagogy: Systematic Review on Exploring Stakeholder Engagement in Multigrade Classroom Teaching

Multigrade education, characterized by the instruction of students from different grade levels in the same classroom, has garnered significant attention in educational research due to its prevalence in diverse global contexts. This comprehensive literature review offers a nuanced exploration of multigrade education, synthesizing empirical research, theoretical frameworks, and practical insights to provide a holistic understanding of its complexities and implications. The review begins by delineating the global landscape of multigrade classrooms, examining their prevalence, significance, and diverse manifestations across various regions and socio-economic contexts. It delves into the positive aspects of multigrade education, such as fostering collaborative learning environments, maximizing resource utilization, and addressing educational inequalities, while also addressing the negative effects of inadequate support, including teacher burnout and limited access to resources. Central to the literature review is the examination of stakeholder engagement in multigrade education, with a focus on the roles of educators, policymakers, parents, and communities in supporting effective teaching and learning practices. Through an interdisciplinary lens, the review analyzes strategies to maximize stakeholder support, including investments in professional development for teachers, equitable allocation of resources, community involvement, and policy advocacy. Furthermore, it explores culturally-appropriate interventions and collaborative teaching practices to address the unique challenges faced by multigrade educators and students across diverse cultural landscapes and socio-economic environments. By offering actionable recommendations grounded in empirical evidence and best practices, the literature review aims to inform policy, practice, and future research directions in multigrade education, ultimately advocating for inclusive learning environments where every student can thrive and succeed, irrespective of their grade level or school size.

ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences

Technology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers to effectively integrate technology into their classrooms, given the complex and dynamic multigrade context. The technological pedagogical content knowledge (TPACK) model was a lens through which to explore teachers’ experiences in ICT integration in their multigrade classrooms in selected primary schools in South Africa. A case study design guided this qualitative study. Semi-structured interviews were conducted with twelve teachers thematic analysis was used to analyse data. The findings revealed that access to ICT equipment for teachers and students is crucial. This study has found that generally, it is difficult for teachers to incorporate technology into their teaching because of the caveats, such as the multigrade context and the rural location which presents issues such as lack of basic technology infrastructure, limited training on integrating technology in teaching, time, the teaching context, and support from principals. This study recommends that teachers be trained on ICT usage and given the support needed to function effectively in their multigrade context. For teachers to be digitally connected and ensure ICT integration in the teaching and learning process, they need to be equipped with relevant knowledge and skills to use technology to transform their teaching and create new opportunities for learning.

Multi-grade Teaching and its Detrimental Effects on the Performance of Primary School Teachers in District Hub, Balochistan

The purpose of the present study is to explore challenges faced by teachers in multigrade classes. Many rural Pakistani primary schools lack resources and teachers, so they provide multi-grade classroom instruction. In this arrangement, a single teacher oversees the entire classroom while students from two or three grades are housed in combined classes. This study looked at the elements that lead to poor instruction in multi-grade classrooms in Hub district primary schools. Time and funding constraints limited the study to thirty teachers. For this study, a quantitative research methodology was used. The quantitative research methodology was chosen due to temporal constraints. The research instrument that was used was the questionnaire. Teachers working in Balochistani primary schools in the Hub district made up the research population for this study. As a research sample, thirty primary school teachers were chosen from the Hub district. The data was tabulated and then graphically analyzed. With the aid of their interview guide, the researchers themselves serve as the primary research instrument in this study. Information gathered from one-on-one interviews was coded, transcribed, and question responses were categorized for this study. A questionnaire can be used as one research instrument. It was found that teaching multiple grades negatively affected the ability of teachers to instruct. Teachers' comments revealed that teaching in multi-grade classrooms also calls for a number of advantageous adjustments. Based on the results, constructive recommendations and suggestions were made.

Teaching materials in multigrade classrooms: A descriptive study in Spanish rural schools

Teachers in rural schools face the significant challenge of developing teaching materials that support the inclusive and active-participatory methodologies used in multigrade classrooms, and the lack of knowledge and scarcity of specific teaching materials for rural schools has been referred to in various international studies on the subject despite their manifest need. Thus, the aim of this article is to identify and analyse the main teaching materials used by teachers in multigrade classrooms in Spanish rural schools, as well as the criteria that should be taken into account for their selection and elaboration, in order to improve the quality of multigrade teaching and the future creation of inclusive resources. For this purpose, a descriptive study was carried out based on data obtained from an online survey of teachers in Spanish rural schools considering all the autonomous communities (n = 537). The data analysis plan combined descriptive statistics and correlation methodology with inferential statistics. The study showed that teachers prioritise the use of graded and decontextualised teaching materials, such as textbooks, despite the fact that they are not considered the most useful for multigrade teaching. It further reflected the need to know how to adapt or create specific and useful teaching resources for this context. The research also revealed the most valued aspects of teaching materials that teachers consider should guide the creation of multigrade teaching aids, and it underlines the importance of improving teacher training programmes and implementing actions to share resources among teachers. Overall, the new findings reported allow us to know and rethink the teaching materials used and provide key elements to take into account for the future creation of curricular resources for the improvement of educational practices in rural schools.

Enhancing Student Engagement through Gamification Strategies in Multi-Grade Classroom

This study aimed to enhance the level of engagement of the school’s – Alternative Learning System (ALS) Night School Program (NSP) Junior High Learners using Kahoot as Gamification in the assessment process. Specifically, the study determined the level of the NSP’s student engagement before and during the gamification intervention, highlighting the differences and incidental findings. Random sampling and descriptive statistics were utilized. The findings revealed an increase in the mean score describing the student engagement before and during the intervention. The gamification strategies implemented were beneficial to the enhancement of the student engagement. Hence, this action research considered the recommendation of gamification strategies in the multi-grade classroom to enhance the participation, collaboration, and overall engagement of the learners, especially if the students’ needs were addressed.

Examining the Opinions of Multigrade Classroom Teachers on the Process of Adaptation to School and the Problems They May Encounter in This Process

Examining the Opinions of Multigrade Classroom Teachers on the Process of Adaptation to School and the Problems They May Encounter in This Process

A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Abstract In the research, the effect of adverse teaching conditions on the Turkish listening comprehension, speaking, written expression, and reading comprehension skills of bilingual students was investigated. In the study, some indicators of the basic language skills of bilingual children were examined according to the multi-grade classroom and COVID-19 factors. The universe of the study is bilingual children studying in multi-grade classrooms of primary education in Muş province. The population is made up of sixty-nine third and fourth-year students from four different primary schools. Three questions were analyzed: (1) What is the level of students’ listening comprehension, speaking, written expression, and reading comprehension skills? (2) How is the effect of independent variables (gender, age of acquisition of Turkish, school level, parents’ education, and school) on students’ language skills? (3) How is the relationship between students’ listening comprehension, speaking, written expression, and reading comprehension skills? The study adopted a multiple-case study design. The data were collected using two rubrics and two achievement tests. Data were analyzed using descriptive statistics, multiple group comparisons, nonparametric tests, and correlation. The results revealed findings regarding participants’ listening comprehension, speaking, written expression, and reading comprehension skills. It was observed that the independent variables did not significantly affect the language skills of the participants. According to the findings, students’ language indicators of written expression are weak and relatively inadequate. Alike students’ language indicators of reading comprehension are partially inadequate. On the other hand, the indicators in speaking and listening comprehension skills were observed to be good but partially insufficient. The results show that the performance of bilingual students in multi-grade classrooms on Turkish language indicators observed during the COVID-19 outbreak is not at an adequate level completely.

Meaningful ICT integration into deprived rural communities’ multigrade classrooms

An innovation project’s key features for meaningful information and communication technologies (ICT) integration into multigrade classrooms of non-internet access and deprived rural communities are explored. Although the project implementation achievement differed in each school, the article focuses on the concurrent conditions that enabled ICT integration in some cases. The research evidence stems from open structured interviews in six multigrade primary schools and two regional workshops, and one selected lesson’s focused ethnography. Considering a wide-ranging ICT integration impediment review, it stands out the value of the Project’s lesson planning model that, in turn, has features suited to traditional student autonomy rooted in Mexican rural schools. The conclusion is that the synergy occurred amongst a minimum of equipment and digital resources, a planning model highlighting academic subject links, learning activities based on multi-modal resources, and the tradition of student autonomy. Even though the Project’s digital technologies are not cutting-edge, their innovative adaptation to multigrade schools in deprived communities is a pressing necessity in many countries.

Challenges of Being a Teacher in Multigrade Classrooms

Bu araştırmada birleştirilmiş sınıflarda öğretmen olmanın zorluklarını açığa çıkartmak amaçlanmıştır. Çalışma grubunda, 2021-2022 eğitim-öğretim yılında Anadolu’da bir ilçede bulunan birleştirilmiş sınıflı okullarda görev yapmakta olan sekiz müdür yetkili öğretmen yer almıştır. Nitel araştırma türünde tasarlanan bu çalışmada fenomenolojik desen kullanılmıştır. Veri toplama tekniği olarak yarı yapılandırılmış görüşme uygulanmıştır. Elde edilen verilerin çözümlenmesi sonucunda katılımcıların birleştirilmiş sınıfta öğretmenlik yapmaya ilişkin yeterli deneyimlerinin olmaması ve çoklu rolleri dolayısıyla zorlandıkları ortaya çıkmıştır. Bu öğretmenler öğretim programını planlama ve uygulama, zamanı yönetme, materyale erişme ve kullanma, ölçme-değerlendirme konularında çeşitli problemler yaşadıklarını belirtmişlerdir. Katılımcılar, resmi makamlardan gelen yazılı isteklere cevap vermek ile ilgili sıkıntılar yaşadıklarını, okul binalarının yapısal sorunlarını çözmek amacıyla kaynak ve destek bulmak için çabaladıklarını, iş yükü nedeniyle baş ağrısı ve ses yorgunluğu gibi fiziksel sorunların yanı sıra çaresizlik, karamsarlık, mahcubiyet gibi olumsuz duygular hissettiklerini bu yüzden motivasyon düşüşü, meslekten uzaklaşma, kendilerini yetersiz hissetme gibi sorunlar yaşadıklarını belirtmişlerdir. Uzaktan eğitim sürecinde öğretmenler, velilerin teknoloji kullanımında yetersiz kaldıklarını ve çocuğu ev ortamında eğitim-öğretime hazır hale getiremediklerini belirtmişlerdir. Ayrıca öğretmenlerin, öğrenci grupları ile ayrı ayrı ders yapmak zorunda kalması onlarla etkileşim sürelerini sınırlandırmıştır. Bu bağlamda, aday öğretmenler için birleştirilmiş sınıflara özgü sınıf yönetimi, zaman kullanımı, materyal geliştirme, ölçme-değerlendirme, yönetim gibi görev ve sorumluluklar açısından zengin deneyimler kazandırılması; birleştirilmiş sınıfta görev yapan öğretmenler için ortak sorunlar ve bilgi paylaşımına olanak sağlayacak iletişim ağlarının oluşturulması şeklinde öneriler sunulmuştur.

Bullying from the Perspective of Multigrade Classroom Teachers

Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.

ATTITUDE TOWARDS TEACHING AND PROFESSIONAL QUALIFICATION OF PROSPECTIVE TEACHERS IN A MULTI-GRADE CLASSROOM

The purpose of this descriptive correlational research is to investigate the attitudes and professional qualification of BEED students enrolled in teaching multi-grade classes. The results showed that the respondents had an agreeable attitude towards the teaching profession. The mean score of the responses on professional qualification was very high, indicating that prospective teachers have a good understanding of the skills and competencies required for effective teaching in a multi-grade classroom setting. However, there was a negative correlation between attitudes towards teaching profession and professional qualification, which was not significant. The study highlighted the need for teacher education programs to provide more practical training opportunities and relevant curricula to enhance the professional competence of prospective teachers. The results also emphasized the importance of considering age and teaching experience when tailoring training programs to better address the needs of different groups of prospective teachers. Further research with a larger and more diverse group of participants is necessary to better understand the complex relationship between attitudes towards teaching profession and professional qualification. KEYWORDS: pre-service teachers, professional qualification, teaching multi-grade classes, teaching profession

İlkokulda Birleştirilmiş Sınıf Uygulama Örneklerinin İncelenmesi: Nitel Bir Çalışma

The aim of the research is to examine the application examples in multi-class schools. In line with this aim, opinions were taken from the classroom teachers working in the combined classrooms through a semi-structured interview form. This research was based on the phenomenology pattern included in qualitative studies. The study group of the research consists of four classroom teachers working in schools with combined classes in the 2022-2023 academic year. Opinions were received from the classroom teachers working in four different combined classrooms regarding the implementation of the combined classrooms. In accordance with the aim of this study, convenient sampling was preferred among purposive sampling techniques. In this study, criterion sampling, one of the purposive sampling methods, was used. A semi-structured interview form was used to obtain the data aimed at the study from the study group of the research. The semi-structured interview form consists of 9 open-ended questions. Before the semi-structured interview form developed by the researcher was applied to the participants, it was ensured that the participants filled and signed the voluntary consent form stating that they voluntarily participated in the research. In order to examine the data obtained in the research, it was analyzed by content analysis in accordance with the aim of the research. It has been concluded that the grade levels taught in multigrade classrooms should be kept as low as possible and basic education should be given, the combined classroom teacher should implement a strategy in which students will be responsible for their own learning during the teaching process, and the classroom layout should be adjusted accordingly. In addition, it was concluded that the level of the students and the students of the same level should be seated together in the multigrade classes.

Characterisation of flipped classroom teaching in multigrade rural schools

Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.

Validation of a Model for the Quality of Education in Multi-Grade Classrooms in Primary Schools

Validation of a Model for the Quality of Education in Multi-Grade Classrooms in Primary Schools

English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools

Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners’ writing activities in English First Additional Language. Written feedback is widely believed to be central to learners’ learning and achievement. Feedback is assumed to change learners’ thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semi-structured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners’ learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners’ learning in multi-grade classrooms.

The Alignment between the Official Curriculum and the Taught Curriculum: An Analysis of Primary School English Curriculum

The aim of this research is to analyze the alignment between the official primary school English curriculum and the taught curriculum. In this mixed method research, concurrent equal status design was adopted. Questionnaires, semi-structured interviews, teachers’ reflection diaries, and research diaries were used to collect the data. The participants were the teachers who were teaching English in primary schools in Kütahya in 2016-2017 academic year. The quantitative data of the study were analyzed by using descriptive statistics analysis and the qualitative data were analyzed with inductive analysis. The result of this research showed that the English teachers can align the curriculum in terms of its learning outcomes and content. However, they cannot completely align the curriculum in terms of its teaching-learning process and evaluation. Moreover, the study found out the classroom teachers can partially align the curriculum and the multigrade classroom teachers cannot ensure the alignment between the official and the taught curriculum to a considerable extent. The lack of technological equipment and materials, challenges of teaching in a multigrade classroom, teachers’ professional competencies, and beliefs are among the factors affecting the alignment.

Zenginleştirilmiş Öğrenci Kılavuzunun Birleştirilmiş Sınıflarda Öğrenim Gören Öğrencilerin “Maddeyi Tanıyalım” Konusuyla İlgili Kavramsal Anlamalarına Etkisi

Purpose: The aim of this study was to investigate the effect of the enriched guidebook about "Let's Get to Know the Matter" unit on students’ conceptual understanding in the multigrade classroom. Design/Methodology/Approach: The action research method was used in this study. This method focuses on the teacher solving the problem by developing strategies for the solution of the problem (Çepni, 2010). The sample group of the study is consisted of 3rd (six students) and 4th (eight students) grade students in a multigrade classroom and their teacher in Çat district of Erzurum province. Structured grid, interview questions and researcher's diary were used for data collection.Findings: It can be observed that the enriched guided material significantly effects conceptual understanding of the students at third grade (z = 2,201, p <.05) and fourth grade (z = 2,380, p <.05) in the multigrade classrooms. It has been said that the active learning techniques and educational games used in the guidebook provide attention and facilitate learning by keeping students active.Highlights: When the current literature is examined, it is seen that the number of studies focus on science teaching in multigrade classroom in our country is quite insufficient (Saraçoğlu, Böyük, & Tanık, 2012; Uçar, 1997). The research was carried out to fill this gap in the literature.