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Perspectives on multigrade teachingr...

Cornish, Linley.

Perspectives on multigrade teachingresearch and practice in South Africa and Australia /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perspectives on multigrade teachingedited by Linley Cornish, Matshidiso Joyce Taole.
Reminder of title:	research and practice in South Africa and Australia /
other author:	Cornish, Linley.
Published:	Cham :Springer International Publishing :2021.
Description:	vii, 249 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Combination of gradesSouth Africa.
Online resource:	https://doi.org/10.1007/978-3-030-84803-3
ISBN:	9783030848033$q(electronic bk.)

Perspectives on multigrade teachingresearch and practice in South Africa and Australia /
Perspectives on multigrade teachingresearch and practice in South Africa and Australia /[electronic resource] :edited by Linley Cornish, Matshidiso Joyce Taole. - Cham :Springer International Publishing :2021. - vii, 249 p. :ill. (some col.), digital ;24 cm.

1. History and Context of Multi-grade Education -- 2. Quality practices for Multigrade Teaching -- 3. Multigrade Education in South Africa: Educational Change and Social Development -- 4. Prospects for the Achievement of Universal Primary Education in Sub-Saharan Africa--Is Multigrade Pedagogy the Answer? Evidence from Research in Uganda and Zambia -- 5. Multigrade Teaching Strategy in Addressing Education Crisis within a Framework of Critical and Capability Theories -- 6. Teachers' Views of Cooperative Learning as a Pedagogical Approach in Multigrade Teaching -- 7. Differentiation in a Multigrade Classroom -- 8. Inclusive pedagogy for Multigrade Teaching and Learning: A Literature Review -- 9. Assessment and Feedback Practices in a Multigrade Context in South African Classrooms -- 10. Teacher Usage of One-laptop in a Multigrade Context as Part of a Digital ICT Intel Teach Training Programme Initiative by the Department of Basic Education -- 11. Breaking Isolation in a Multigrade Teaching Context through Communities of Practice.

This book contains the results of research projects carried out in relation to multigrade teaching in Australia and South Africa. Research in multigrade contexts is not commonly reported and rarely in book form. The research results have implications for multigrade teachers, government education personnel, and university teacher educators. The book also contains chapters with practical advice for multigrade teachers, including examples of multigrade teaching used in an Australian seven-grade class (kindergarten to grade 6) Other chapters contain suggestions for practical strategies a multigrade teacher can use to reduce the workload involved in planning for multiple grades. Very little is published in the area of multigrade teaching, yet the number of multigrade schools worldwide is huge. Developed countries still have a significant proportion of multigrade schools (commonly one fifth to one third of all primary schools or classes) Despite decades of centralisation of schools and expansion of transport networks, the number of these schools remains high, mostly in rural areas. Developing countries established multigrade schools in rural areas in order to achieve the UN Millennium Development Goal of Universal Primary Education. Yet, specific training to teach a multigrade class remains virtually non-existent in initial teacher education programs worldwide. The value of this book is thus to report specific research carried out in multigrade contexts but also to provide practical help for multigrade teachers. This help is needed as the teachers strive to achieve the UN Sustainable Development Goal of a quality education, through helping their students develop the skills and behaviours required for 21st-century learning.

ISBN: 9783030848033$q(electronic bk.)

Standard No.: 10.1007/978-3-030-84803-3doiSubjects--Topical Terms:

908697
Combination of grades
--South Africa.

LC Class. No.: LB1029.C53 / P47 2021

Dewey Class. No.: 371.25

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505 0 $a 1. History and Context of Multi-grade Education -- 2. Quality practices for Multigrade Teaching -- 3. Multigrade Education in South Africa: Educational Change and Social Development -- 4. Prospects for the Achievement of Universal Primary Education in Sub-Saharan Africa--Is Multigrade Pedagogy the Answer? Evidence from Research in Uganda and Zambia -- 5. Multigrade Teaching Strategy in Addressing Education Crisis within a Framework of Critical and Capability Theories -- 6. Teachers' Views of Cooperative Learning as a Pedagogical Approach in Multigrade Teaching -- 7. Differentiation in a Multigrade Classroom -- 8. Inclusive pedagogy for Multigrade Teaching and Learning: A Literature Review -- 9. Assessment and Feedback Practices in a Multigrade Context in South African Classrooms -- 10. Teacher Usage of One-laptop in a Multigrade Context as Part of a Digital ICT Intel Teach Training Programme Initiative by the Department of Basic Education -- 11. Breaking Isolation in a Multigrade Teaching Context through Communities of Practice.
520 $a This book contains the results of research projects carried out in relation to multigrade teaching in Australia and South Africa. Research in multigrade contexts is not commonly reported and rarely in book form. The research results have implications for multigrade teachers, government education personnel, and university teacher educators. The book also contains chapters with practical advice for multigrade teachers, including examples of multigrade teaching used in an Australian seven-grade class (kindergarten to grade 6) Other chapters contain suggestions for practical strategies a multigrade teacher can use to reduce the workload involved in planning for multiple grades. Very little is published in the area of multigrade teaching, yet the number of multigrade schools worldwide is huge. Developed countries still have a significant proportion of multigrade schools (commonly one fifth to one third of all primary schools or classes) Despite decades of centralisation of schools and expansion of transport networks, the number of these schools remains high, mostly in rural areas. Developing countries established multigrade schools in rural areas in order to achieve the UN Millennium Development Goal of Universal Primary Education. Yet, specific training to teach a multigrade class remains virtually non-existent in initial teacher education programs worldwide. The value of this book is thus to report specific research carried out in multigrade contexts but also to provide practical help for multigrade teachers. This help is needed as the teachers strive to achieve the UN Sustainable Development Goal of a quality education, through helping their students develop the skills and behaviours required for 21st-century learning.
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