grouping, and a sense of "community" within the school (Mack,
Jamie, 2008 p 324-326).
Academic Advantages of Multi-Age grouping effect both ends of
the achievement spectrum, gifted or high-achieving students and
lower-achieving students, will particularly benefit from the multi-age structure. Indeed, age-segregated classrooms are
particularly difficult for children whose development differs from
the norm (Cohen, 1990).
Many schools find that differences between child development
are conducive to individual development, similar to growing up
in a good family. Children are successively younger, middle and
oldest in a group. By changing their position, they learn to know
and own abilities to contribute to group life. They are given the
opportunity to develop leadership potential. Even young children
have been demonstrated to give leadership to others.
Due to wide range of development and talent in many different
areas, schools reported less competition, which usually takes
place primarily between equals, so there are better conditions
for cooperative learning
When compared to children in single age classes, children in
MACs are superior in study habits, social interaction, self-motivation, cooperation, and attitudes toward school.
Academically, children perform just as well or even better than
those in single grade classes. (Gajadharsingh 1991).
The vast majority of respondents reported that the use of Multi-Age grouping had been instrumental in improving classroom
climate, teacher advocacy for students, quality of instruction,
student achievement, parental involvement, and teacher-to-teacher relationships, among other things (Daniel, L., 2007).
The following are specific program structures and/or designs, reported
by schools implementing MAC: