If the LT reaches a decision to implement a Multi-Age program, it
is recommended that a second task force is developed to focus
on design and implementation issues, such as:
On-site visits to schools currently implementing Multi-Age Classrooms
Selection of students to be involved in the Multi-Age
Selection of teachers to be leading the Multi-Age Class
Development of curriculum cycles (inclusive of the PYP)
Parent education and involvement
Development/selection of assessments to review and
determine outcomes of the Multi-Age program
Teacher training and professional development
Further communications with schools currently
implementing Multi-Age programs
Benveniste, L.A. & McEwan, P.J. (2000). Constraints to implementing
educational innovations: The case of multigrade schools. International
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Burns, R.B. & De Wayne, A.M. (2002). Class composition and student
achievement in elementary schools. American Educational Research
Journal, 39 ( 1), pp. 207-233.
Carter, P. (2005). The modern multiage classroom. Educational
Leadership, 63( 1), pp. 54-58.
Cohen, D. L. (1990). A look at multi-age classrooms. Education Digest,
55( 9), 20-23.
Daniel, L. (2007). Research summary: Multiage grouping. Retrieved from
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