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Re-Thinking Multigrade Classrooms as an Alternative Educational Environment

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Title: Re-Thinking Multigrade Classrooms as an Alternative Educational Environment
Language: English
Authors: Kardas Isler, Nergiz (ORCID 0000-0002-9536-1428)
Source: Educational Policy Analysis and Strategic Research. 2022 17(2):71-90.
Availability: International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Multigraded Classes, Nontraditional Education, Educational Environment, Foreign Countries, Classroom Design, Teacher Education, Teaching Methods, Elementary School Teachers, Preservice Teachers, Student Attitudes
Geographic Terms: Turkey
ISSN: 1949-4270
1949-4289
Abstract: The same content and learning environments offered to students from different cultural backgrounds in schools, as well as the lack of diversity, fail to address different learning needs, isolate learners from the society. For this reason, there has always been a search for alternative education models. Mixed age groups are taught together in multigrade classes, which is a primary school practice in Turkey that arises from necessity. Thus, the positive effects of this practice can be benefited from considering the multigrade class practice as an alternative education environment for teachers. This study aims to present suggestions to the educators to help them carry out their multigrade classroom activities more effectively and to draw attention to the advantages of the multigrade classroom practices. 14 pre-service teachers took part in the study as participants. The data were obtained through semi-structured interviews held in 2020-2021 academic year. The results of this study emerged in two different categories as physical arrangements and practice-based arrangements. The participants presented suggestions both for the inside and outside the classroom, and for the decoration and materials and instructional process, the institutional functioning of the school, and the type of communication in the classroom.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351460
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Kardas+Isler%2C+Nergiz%22">Kardas Isler, Nergiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9536-1428">0000-0002-9536-1428</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy+Analysis+and+Strategic+Research%22"><i>Educational Policy Analysis and Strategic Research</i></searchLink>. 2022 17(2):71-90.
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  Data: International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: The same content and learning environments offered to students from different cultural backgrounds in schools, as well as the lack of diversity, fail to address different learning needs, isolate learners from the society. For this reason, there has always been a search for alternative education models. Mixed age groups are taught together in multigrade classes, which is a primary school practice in Turkey that arises from necessity. Thus, the positive effects of this practice can be benefited from considering the multigrade class practice as an alternative education environment for teachers. This study aims to present suggestions to the educators to help them carry out their multigrade classroom activities more effectively and to draw attention to the advantages of the multigrade classroom practices. 14 pre-service teachers took part in the study as participants. The data were obtained through semi-structured interviews held in 2020-2021 academic year. The results of this study emerged in two different categories as physical arrangements and practice-based arrangements. The participants presented suggestions both for the inside and outside the classroom, and for the decoration and materials and instructional process, the institutional functioning of the school, and the type of communication in the classroom.
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      – SubjectFull: Nontraditional Education
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      – SubjectFull: Educational Environment
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Turkey
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