Perspectives on Multigrade Teaching: Research and practice in South Africa and Australia

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