This book contains the results of research projects carried out in relation to multigrade teaching in Australia and South Africa. Research in multigrade contexts is not commonly reported and rarely in book form. The research results have implications for multigrade teachers, government education personnel, and university teacher educators. The book also contains chapters with practical advice for multigrade teachers, including examples of multigrade teaching used in an Australian seven-grade class (kindergarten to grade 6). Other chapters contain suggestions for practical strategies a multigrade teacher can use to reduce the workload involved in planning for multiple grades. Very little is published in the area of multigrade teaching, yet the number of multigrade schools worldwide is huge. Developed countries still have a significant proportion of multigrade schools (commonly one fifth to one third of all primary schools or classes). Despite decades of centralisation of schools and expansion of transport networks, the number of these schools remains high, mostly in rural areas. Developing countries established multigrade schools in rural areas in order to achieve the UN Millennium Development Goal of Universal Primary Education. Yet, specific training to teach a multigrade class remains virtually non-existent in initial teacher education programs worldwide. The value of this book is thus to report specific research carried out in multigrade contexts but also to provide practical help for multigrade teachers. This help is needed as the teachers strive to achieve the UN Sustainable Development Goal of a quality education, through helping their students develop the skills and behaviours required for 21st-century learning.
Author(s): Linley Cornish, Matshidiso Joyce Taole
Publisher: Springer
Year: 2021
Language: English
Pages: 256
City: Cham
Contents
Contributors
1 Introduction
1.1 Part I Multigrade Education: Global and African Contexts
1.2 Part II Multigrade Research—Some Specific Issues and Practices
1.3 Part III Multigrade Practice—Some Strategies for Quality Multigrade Teaching
1.4 Conclusion—New Knowledge and Implications for Future Directions
References
Part I Multigrade Education: Global and African Contexts
2 History, Context and Future Directions of Multigrade Education
2.1 Introduction
2.2 Some Different Types of Mixed-Grade Class
2.3 A Brief History of Mixed-Grade Classes
2.4 From Provision to Quality
2.5 Current Goals of Learning: Quality Principles
2.6 Summary
References
3 Multigrade Education in South Africa: Does It Promote Educational Change and Social Development?
3.1 Introduction
3.2 The Social Context of Multigrade Education
3.3 Teaching and Learning
3.3.1 Curriculum Content
3.3.2 Quality Education and the Reproduction of Racial Inequality
3.4 Democracy, Education and Development: Merging and Closing Small Schools
3.5 Teacher Development and Support
3.5.1 Qualifications and Teaching Experience
3.5.2 Qualifications, Learner Performance, and Subject Competence
3.5.3 Support and Accountability
3.6 Conclusion
References
4 Critical and Capability Theories as a Framework to Improve Multigrade Teaching
4.1 Introduction
4.2 Theories for Improved Multigrade Teaching Practices
4.2.1 Critical Theory
4.2.2 Amartya Sen’s Theory of Capabilities and Its Extension by Martha Nussbaum
4.3 A Conceptual Framework for Multigrade Education
4.3.1 Purpose of the Framework
4.3.2 Dimensions of the Framework
4.4 Conclusion
References
Part II Multigrade Research—Some Specific Issues and Practices
5 South African Multigrade Teachers’ Implementation of Cooperative Learning Strategies
5.1 Introduction
5.2 Literature Review
5.2.1 The Conceptualised and Contextualised Lens of Multigrade Teaching
5.2.2 A Social Constructivist Theoretical Frame for Multigrade Teaching
5.2.3 Other Pedagogical Philosophies Relevant to Multigrade Teaching
5.2.4 Critical Principles and Conditions for Implementing Cooperative Learning in a Multigrade Classroom
5.2.5 Cooperative Learning Strategies Deemed Appropriate for the Multigrade Classroom
5.3 Methodological Considerations
5.4 Findings and Discussion
5.4.1 Motivated to Plan CL for the Multigrade Class
5.4.2 Planning of CL Lessons for a Multigrade Class Is Critical
5.4.3 Challenges Faced by Teachers in Implementing CL in Multigrade Classes
5.5 Conclusion
References
6 Breaking Isolation in Australian Multigrade Teaching Contexts Through Communities of Practice
6.1 Introduction
6.2 Conceptual Framework
6.2.1 Professional Development
6.2.2 Communities of Practice
6.3 Research Methodology
6.3.1 Population and Sampling
6.3.2 Data Collection and Analysis
6.3.3 Ethical Considerations
6.4 Results and Discussion
6.4.1 Isolation
6.4.2 The Use of ICTs
6.4.3 Community Participation
6.4.4 Parental Involvement
6.4.5 Collaborative Networks—Informal
6.4.6 Collaborative Networks—Formal Clusters
6.5 Conclusion
References
7 Challenges that South African Multigrade Teachers Experience in Implementing Information and Communication Technologies
7.1 Introduction and Background
7.2 Theoretical Framework
7.3 Typology as Clustering Framework
7.4 Methodology of the Research
7.5 Findings
7.5.1 Suitable Infrastructure and Security for ICT Implementation
7.5.2 Peer Support for Sharing ICT Knowledge
7.5.3 Access to Appropriate Hardware, Software and the Internet
7.5.4 Time and Workload
7.5.5 Fear, Lack of Self-confidence and Motivation
7.5.6 Perceptions Pertaining to the Learners’ Ability to Use the Laptop
7.5.7 Using ICT for Teaching and Learning
7.5.8 ICT Classroom Management Issues
7.5.9 Financial Support for ICT Resources to be Used for Implementation
7.5.10 Classroom Space
7.5.11 Technical Support and Maintenance
7.5.12 ICT Implementation Support and Leadership
7.5.13 Appropriate Curricular Content
7.5.14 Training and Continuous Professional Development
7.6 Discussion and Recommendations
7.7 Conclusion
References
8 Assessment and Feedback Practices in a Multigrade Context in South African Classrooms
8.1 Introduction
8.2 Literature Review
8.2.1 What Is Assessment?
8.2.2 Purposes of Assessment
8.2.3 Differentiating Between Monograde and Multigrade Assessment
8.2.4 Formative Assessment
8.2.5 Peer Assessment
8.2.6 Conceptualising Feedback
8.2.7 Ways of Giving Feedback
8.3 Methodology
8.3.1 Research Sites
8.3.2 Participants
8.3.3 Data Collection
8.3.4 Data Analysis
8.3.5 Ethical Considerations
8.4 Results and Discussion
8.4.1 Giving Feedback
8.4.2 Peer Assessment
8.4.3 Oral and Written Comments
8.4.4 Conceptualisation of Assessment
8.5 Conclusion
References
Part III Multigrade Practice—Some Strategies for Quality Multigrade Teaching
9 Quality Practices for Multigrade Teaching
9.1 Introduction
9.2 Skills and Behaviours for the Twenty-First Century
9.2.1 Life and Career Skills
9.2.2 Learning and Innovation Skills
9.2.3 ICT and Media Skills
9.3 Quality Practices to Encourage Learning in a Multigrade Classroom
9.3.1 Whole-Class Teaching and ‘Quasi-Monograde’ Strategies
9.3.2 Differentiated/Tiered Activities
9.3.3 ‘Peel off’ Strategy
9.3.4 Cooperative/Collaborative Learning and Peer Tutoring
9.3.5 Open-Ended Questions/Investigations
9.3.6 Routines for Independent Learning
9.4 Summary
References
10 Differentiation in an Australian Multigrade Classroom
10.1 Introduction: The Multigrade Classroom
10.2 Curriculum Differentiation
10.3 How to Differentiate Different Aspects of the Curriculum
10.4 Strategies to Assist with Differentiation
10.4.1 Content Differentiation
10.4.2 Process Differentiation
10.4.3 Product Differentiation
10.4.4 The Learning Environment
10.5 Assessment for Differentiation
10.6 Strategies for Learners Working Below and Above Expectations
10.6.1 Strategies to Assist with Differentiation for Learners Working Below Grade/Age Expectations
10.6.2 Strategies to Assist with Differentiation for Learners Working Above Grade/Age Expectations
10.7 Some Examples of Differentiated Units and Lessons
10.7.1 Example 1 Differentiated Learning Sequence for a K–6 Classroom
10.7.2 Example 2: Differentiated Lesson for Mathematics, Grade 1
10.7.3 Example 3: Grades 7/8 (Early High School) English Class (Designed by Michelle Bannister-Tyrrell)
10.8 Conclusion
References
11 Teacher Usage of ICT in a South African Multigrade Context
11.1 Introduction and Background to the Problem
11.2 Proposed ICT Usage for the South African Context
11.3 Different Types of ICT Utilisation
11.4 The Intel® Teach Programmes: A Brief Overview
11.5 Theoretical Framework
11.6 Methodology
11.7 Results
11.7.1 Qualitative Data: Usage of the Laptop After Intel® Training
11.8 Quantitative Data: Usage of the Laptop After Intel® Training
11.9 Discussion
11.10 Conclusion
References
Index
