Blazing New Trails - Connexions

Principals and Teachers Stated Beliefs as Compared with Their Perceptions of Multiage Implementation 181
LITERATURE REVIEW
The multiage classroom is designed to develop the whole child with a focus on the
intellectual, social, emotional, and philosophical domains of development. These concepts are
grounded in the philosophy of progressive education which emphasizes child-centered
planning and teaching, with the goal of practicing democracy in the classroom (Morrison,
2006).
Benefits for students were increased when they spent more years in multiage
classrooms as students created bonds, became more trusting, and gained a sense of belonging
(Anderson & Pavan, 1993). Research on multi-age groups also suggested that students
developed stronger social ability and interactive skills (Gaustad, 1992; Katz, Evelgelou, &
Hartman, 1990; Theilheimer, 1993). The students tended to exhibit greater independence
and dependability, more self-confidence, strengthened self-esteem, more self-regulatory
behavior as well as more positive attitudes towards school (Grant & Johnson, 1995).
Groups that benefited most from multiage programs were: African American students, boys,
low socioeconomic level students and underachievers (Anderson & Pavan, 1993; Carter,
2005; Melliger, 2005). The emphasis on the child rather than the curriculum may have caused
research in multiage education to decrease in recent years (Kappler & Rolke, 2002).
The adoption of a multiage program involves a paradigm shift. A lasting, productive
multiage program involves sufficient forethought, planning, and participation of key
stakeholders. At least a full year of planning, reading, discussion, and observation of
successful multiage program prior to implementing is strongly recommended (Gaustad, 1992;
Grant, 1993; Miller, 1996).
An important component of the planning process involves decision making about
continuous progress. The teacher needs to investigate alternatives for students who do not
achieve. It has been observed that children who appear to be behind at the beginning of a
multiage cycle often catch up by the end of the cycle (Grant, 1993; Stone, 1995). A multiage
program allows children who are experiencing difficulties an opportunity to revisit a concept
more than once, or have the materials differentiated for their needs (Anderson & Pavan,
1993).
If the building or district decides to move forward with a multiage program, teacher
preparation and support become priorities. Teachers, principals, and parents must understand
and support the multiage program in order for it to be successful (Hunter, 1992; Miller, 1996;
Stone, 1998). A professional development plan, practical training in multiage teaching, school
visitations, and contact with experienced multiage teachers are all important elements of
training for a multiage program (Miller, 1996; Privett, 1996).
The adoption of multiage instruction involves a great deal of thought, planning, and
participation by all who will be affected by this change (teachers, parents, administrators,
community members, and students). School board members and administrator involvement is
essential in creating support and providing ongoing professional development. Professional
development is a process involving evaluation, identification of needs, and planned activities
for individuals, schools, and the entire district designed to improve elements of professional
knowledge and skills that affect student learning (Guskey, 2000). The study of the multiage
philosophy can be initiated by a team of volunteers which consists of teachers, parents,
administrators and school board members. All stakeholders must be involved from the
beginning to ensure a smooth transition from traditional classrooms to multiage classrooms.
Miller (1996) noted, “The implementation of multiage instruction and organization is best