This interpretive exploratory case study investigated the challenges and barriers to the multi-grade context in general, as well as to Information and Communication Technology (ICT) implementation in a multi-grade context. Possible solutions based on teacher perceptions were generated inductively within a three-level typology. The research took place in three phases. Pre-training data were gathered in the first phase, using an open-ended questionnaire (all participants: n=20); personal interviews (n=9); and two focus group interviews, which consisted of three participants per focus group. Training on the Intel® Teach ICT programme and the provision of laptops (one per teacher) constituted the second phase. The third phase included post-training data generation using an open-ended questionnaire (all participants) and two focus group interviews, which consisted of three participants per focus group, to elicit teacher perceptions of the training programme and their use of the laptops in the classroom after the training. The findings suggest that first order (school or meso level) challenges pertaining to multi-grade teaching relate to the lack of resources; curriculum challenges; learner related challenges; isolation, impact on communication and teaching; time constraints; and a work overload as a result of the multiple roles. Second order challenges (self or micro level) related to the perceived uncaring attitude of the Department of Basic Education that left teachers feeling hurt and neglected; the unpreparedness for the multi-grade context which demotivated teachers; and the negative perceptions the teachers had about their learners. Third order challenges (system level, beyond the school level or micro level) were related to the lack of Departmental support from officials; the lack of curriculum training for the multi-grade context; and the lack of support on various fronts. Regarding ICT related challenges, the findings suggest that first order barriers related to the lack of suitable infrastructure for ICT implementation; lack of peer support; lack of access to appropriate hardware and software; and lack of time. Second order barriers related to the negative beliefs in the self; negative perceptions about the learners’ ability to use the laptop; and negative beliefs related to teaching and learning. The third order barriers were related to the lack of support and assistance from the Department of Basic Education for ICT implementation. The findings suggest that the participants viewed the provisioning of enabling programmes for parents as an important solution to first order challenges, and a change in mindset as the most important solution for second order problems. Third order solutions included a “multi-grade Renaissance” towards a new model for multi-grade teaching; re-thinking the curriculum requirements regarding multi-grade teaching by the Department of Basic Education; increased support and training from the Department; incentives to teach with ICT in the multi-grade context; encouraging further research inmulti-grade teaching; providing sufficient resources; establishing partnerships with stakeholders; and the closure and merger of multi-grade schools. There was evidence that the laptops provided were used in a variety of ways after the Intel® Teach training by the participants, including email as a tool to communicate with their fellow multi-grade peers, which serve to break their sense of isolation. Quantitative data from the open-ended questionnaire confirmed an increase in the usage of the laptop after the Intel® Teach training intervention. Although the participants generally experienced the Intel teach training intervention as positive, they also identified negative experiences. These findings enabled the embedding of ‘self and sustainable support from stakeholders’ more explicitly in the professional teacher development ICT implementation framework of Du Plessis and Webb (2012b), which suggests that the Intel® Teach training intervention can be used as a vehicle to address ICT implementation within the multi-grade context. It is suggested that the Department of Basic Education should consider exposing all teachers to the Intel® Teach programme and assist multi-grade teachers by providing better on-going support and putting the necessary policies, implementation and infrastructure in place.

This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.

Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 66-69.

Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde in die Fakulteit Onderwys en Sosiale Wetenskappe aan die Kaapse Skiereiland Universiteit van Tegnologie 2014 / This study attempted to address the extremely poor results for Mathematics and total lack of relevant teaching and learning material in multi-grade schools. In the case of multi-grade classes, the teacher has to cope with a large variety of development levels, grades and subjects in one classroom. Challenges that arise as a result of multi-grade teaching require instructional materials with unique characteristics and learners and teachers who develop the skills to put this material to use successfully. During the study of the relevant literature, evidence was found that proved that the learner–material approach offers the best outcomes within the unique circumstances of multi-grade teaching. This approach shifts the focus to the teaching materials and the learners while the teacher facilitates the process. In both multi-grade teaching and Mathematics teaching, this method holds benefits for learners and teachers. It teaches the learners to accept responsibility for their own learning and to know at all times what to do because the material provides clear guidance, giving the teacher more time in class to help those who need it. After a literature study and a context analysis, design principles were established with which the above material should comply. By this means, scientific criteria can be developed against which future materials would be measured. The Centre for Multigrade Education (CMGE) has undertaken to develop the necessary prototype Mathematics material. Using this material, the researcher could put the validity of the design principles and the expected usefulness of the material to the test. This brings together the theory and practice in a remarkable manner. The primary objective of the study was to improve quality, not only of the prototype, but also of future teaching and learning material.

This study aims to explore the experiences of teaching foundation phase multi-grade classes in rural settings. I am interested in understanding how teachers teach multi-grade classes so that I am able to make sense of the challenges and opportunities that they encounter. This is a qualitative case study and is guided by the interpretive paradigm. Purposeful sampling was used to select participants. I collected data by using qualitative research methods including interviews and observations. Interviews were audio-taped, transcribed and interpreted through an open coding process. Data was synthesised and resulted in the formulation of five themes. The findings show that teachers were faced with challenges which include lack of proper training, insufficient support from stakeholders, no workshops organised for multi-grade teachers, lack of resources at school which makes teaching and learning difficult, conditions of the school and the community that are not conducive to effective teaching and learning. Recommendations include that multi-grade teachers need to receive ongoing support from stakeholders. They also need to be given pre- and in-service training so that they are aware of strategies they can use to overcome challenges that they encounter when teaching. The Department of Education needs to provide relevant support for the benefit of the learners and the community. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.

The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.Multigrade teaching is seen as a difficult practice especially when teachers are not well prepared to teach combined grades. This case study focused on the teaching of mathematics at Upper Primary Phase. An Interpretive paradigm was used to understand the teachers’ experiences and their teaching ethods. Hence the study aimed to investigate how teachers deliver their mathematics lessons in multigrade classrooms, considering the good practices and challenges that may occur. The findings revealed that teachers mostly use their monograde pedagogical knowledge,resulting in using quasi-monograde with a common timetable approach when teaching mathematics in multigrade settings. Although learners have access to the common mathematics syllabus, the quality of teaching the subject in multigrade classrooms seems to be affected due to the lack of teacher training in multigrade teaching. Also, equity and democracy need to be considered more than it currently is in terms of resource distribution to multigrade schools. Good practice of multigrade teaching existed in building on lower grade competencies, introducing lessons with common activities, as well as the concentration on lower grades which make learners independent. However, insufficient time, lack of knowledge in multigrade and curriculum knowledge in particular seem to challenge teachers and learners. Therefore, multigrade teachers need to be part of curriculum development for them to master the syllabus. These teachers will assist in developing multigrade resources for integration, contextualisation and more enrichment activities for high achievers.

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / The phenomena of multi - grade schools has been absent both in educational policy making, educator training and only represented in a few local educational curriculum research projects. However, the practice of multi-grade is common in South Africa and especially in rural and farming South Africa. Our National Curriculum Statements implies that all schools are the same. This study addresses this anomaly. Farm schools, which started as a political means of cheap labour (Act 47 of 1953) presented a further complication to the ministry: public schools on private property govern by section 14 contract failed farm education (Forgotten Schools, 2004; Ministerial report on rural education, 2005; Commission on Human Rights, 2006). The political and ideological shift from People's Education, which, at first envision human rights in line with international treaties such Education For All, Convention on the right of the child, Africa Charter on the Rights of the Child to Human Capital Development has marginalize the farm and rural learner. Curriculum changes since Curriculum 2005 accepted the same political and economic vision. The first world technical National Curriculum Statements mismatch farm education as systemic results since 2004 has shown. The government’s deficit view and national curriculum influence farm and rural teaching and learning negatively. This study focuses on curriculum delivery (intended I implemented) planning. How the educator adapted the curriculum to suit the needs of third world farm learner, its multi-grade context and the ideology of the hegemony. The qualitative paradigm will be that of the critical theory and grounded theory methodology with the goal of uncovering the educators' views and practice. This has been done by holding interviews with various foundation phase educators and looking at the seating arrangements and planning. The sample was from the Breede River District. A focus group of nineteen ACE students with 312 collective years experience has been involved in the coding and analysing. Current practice and planning have been juxtaposed with international multi-grade practice. The research questions were aimed at uncovering how rural and farm educators plan for their multi-grade classes when faces with a national mono-grade curriculum. Various research methodologies were used.

A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.