The multiage classroom design that has its origin in the rural, single-age classroom that blanketed the United States in the 1800s is returning as a viable alternative to the single-age classroom. The author looked at the perceptions of the parents and teachers that were impacted during two rural elementary schools' transition away from the single-age classroom to a multiage classroom design. The study specifically looked at the school-wide transition to the multiage design in grades kindergarten through fifth grade by examining the overall effect the multiage design had on these two groups, the value of the components of the multiage that were thought to be appealing by the administration, and the impact the change had on student academic achievement. Overall, there was positive support of the transition to the multiage design by parents in all of the areas studied, but the teachers, even though they demonstrated support, were significantly less supportive than the parents in a few of the areas examined. It was also found that this study supported earlier research stating the academic impact of the multiage design was not significantly different either positively or negatively. This author provided information that will allow future districts to better identify what will gain the support of the parents and teachers when transitioning to the multiage classroom design.
|Advisor:||Werth, Eric P.|
|Commitee:||Allen, Donna M., Jolley, Bryan D.|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education|
|Keywords:||Collaboration, Differential instruction, Family/school relations, Looping, Multiage, Social skills|
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