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Problems identified by elementary school principals and teachers in changing from a graded to a nongraded organizational structure.Caplan, Harold Alan. January 1972 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1972. / Typescript; issued also on microfilm. Includes tables. Sponsor: Thurston A. Atkins. Dissertation Committee: Gordon N. Mackenzie. Includes bibliographical references.
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Teachers' perceptions of the looping model a teacher-student partnership for more than one year /Eder, Beth. January 1999 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.
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An exploratory case study of the multiunit school and the instructional programming model power, resources, values /Klenke, William H. January 1975 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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"Squeezin' in" : transition effects when students move from multi-age to single grade classrooms /Camilli, Valerie Mae Lundquist. January 1999 (has links)
Thesis (Ed. D.)--Boise State University, 1999. / Includes bibliographical references (leaves 220-227). Also available online via the ProQuest Digital Dissertations database.
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Nongrading : "the door to individualized instruction" : favored or unfavoredMyers, Luther Vaughn January 2011 (has links)
Digitized by Kansas Correctional Industries
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Successful multi-age programs : then and now /Elder, Elizabeth J., January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Includes bibliographical references.
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Multi-age schooling : an information package for parents and educators /Norman, Tony R., January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Restricted until May 2003. The CD-ROM contains the Multi-Age Information Resource (MAIR) documents and weblinks. Bibliography: leaves 29-31.
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Implementing multi-age education programs /Hatcher, K. Marie, January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 232-235.
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Multiage Instruction: An Outdated Strategy, or a Timeless Best Practice? A Delphi StudyRitland, Valerie Ann Vanyo January 2011 (has links)
The purpose of this study was to explore the practices of multiage instruction with experts who have best practice knowledge or practitioner expertise in the multiage classroom. This investigation provided a foundation of knowledge on multiage instruction regarding strategies and challenges, the pros and cons of multiage instruction, and training and resources needed for the successful implementation of multiage instruction. A Delphi methodology was utilized which consisted of three rounds of surveys. The population comprised two panels of experts, multiage theory experts and multiage practitioner experts, based on required criteria for each panel set. A total of 21 experts completed Round One, which consisted of 55 Likert scale statements. A total of 20 experts completed Round Two, which consisted of 31 statements/questions. A total of 20 experts completed Round Three, which consisted of 29 statements. The panel experts in this study agreed that multiage instruction remains a credible practice today that should be recognized and supported by state boards of education. They also agreed that once oriented to the philosophy and after their child has spent time in the classroom, parents tend to be generally excited about the practice of multiage instruction. The experts further agreed that children of all abilities and needs can be successful in the multiage classroom. In terms of training and preparation, experts agreed that parents, teachers, school boards, principals, and superintendents all should receive training on the philosophy and strategies of multiage instruction in order for it to be a successful practice. They further agreed that it is difficult to find regular training and conferences geared for elementary teachers who work in multiage settings. In this study, panel experts identified strategies that multiage teachers use including how the room is arranged, flexible grouping, theme-based learning, collaborative learning, and peer mentoring. Through open-ended questioning, panelists also identified challenges as well as training and resource needs.
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On becoming a competent multi-age practitioner /Curtis, Diane M. Smith, January 1999 (has links)
Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves 160-170.
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