Principals' views of combination classes

Journal of Educational Research

Volumn 91, Issue 3, 1998, Pages 160-172

  Mason, Dewayne A ^a   Doepner, Roland W ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0003316480     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220679809597537     Document Type: Article

References (72)

1. Anderson, R. H., and Pavan, B. N. (1993). Nongradedness: Helping it to happen. Lancaster, PA: Teehnomic.
2. Ansah, V. (1989). Multi-grouping and academic achievement. Washington, DC’: U.S. Department of Education, Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 315 163)
3. Appalachia Educational Laboratory and Virginia Education Association. (1990). Teaching combined grade classes: Real problems and promising practices. Charleston, WV: Author.
4. Bennett, N., O’Hare, E., & Lee, J. (1983). Mixed-age classes in primary schools: A survey of practice. British Educational Research Journal. 9, 41-56.
5. Bidwell, C. E., & Drecben, R. (1992). School organization and curriculum. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 345-362). New York: Macmillan.
6. Bidwell, C. E., & Kasarda, J. (1980). Conceptualizing and measuring the effects of school and schooling. American Journal of Education,88, 401-430.
7. Brandt, R. (Ed). (1992). Untracking for equity (Special Issue). Educational Leadership, 50(2).
8. Brophy, J. E., & Alleman, J. (1991). A caveat: Curriculum integration isn’t always a good idea. Educational Leadership, 49(2), 66.
9. Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.
10. Brown, K. G., & Martin, A. E. (1989). Student achievement in multi grade and single-grade classes. Education Canada, 47, 10-13.
11. Burns, R. B. (1996). A study of combination class achievement (Tech. Rep.). Riverside: University of California, California Educational Research Cooperative.
12. California Department of Education. (1992). It’s elementary! Elementary grades task force report. Sacramento, CA: Author.
13. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
14. Chace, E. S. (196l). An analysis of some effects of multiple-grade grouping in an elementary school. Unpublished doctoral dissertation. University of Tennessee, Knoxville.
15. Christensen, L. B. (1988). Experimental methodology (4th ed.). Boston: Allyn and Bacon.
16. Commissie Evaluatie Basisonderwijs. (1994). Inhoud en opbrengsten van het basisonderwijs [Contents and results of primary education. Leiden, the Netherlands: Distributiecentrum DOP.
17. Cooley, W. W., & Leinhardt, G. (1980). The instructional dimensions study. Educational Evaluation and Policy Analysis. 2, 7-25.
18. Craig, C., & McLellan, J. (1987. Winter). Split-grade classrooms: An educational dilemma. Education Canada, 5-9.
19. Ford, B. E. (1977). Multiage grouping in the elementary school and children’s affective development: A review of recent research. Elementary School Journal, 78(2). 149-159.
20. Foshay, A. W. (1948). Interage grouping in an elementary school. Doctoral dissertation. Columbia University. New York.
21. Freeman, J. (1984. March). How I learned to stop worrying and love my combination class. Instructor. 48-54.
22. Galluzzo, G. R., Cook, C. R., Minx, N. A., Hoover Neel, J., Skaggs, J. E., & Herrick, C. (1990). The organization and management of split-grade classrooms: A report of teachers’ and principals’ responses (Appalachia Educational Laboratory Minigrant Report No. 19). Washington. IX,’: Office of Educational Research and Improvement.
23. Galtcm, M., Simon, B., & Croll, P. (1980). Inside the primary classroom. London: Routledge & Regan Paul.
24. Gaustad, J. (1994). Nongraded education: Overcoming obstacles to implementing the multiage classroom. Eugene: Oregon School Study Council.
25. Gayfer, M., (Ed.). (1991). The multi-grade classroom: Myth and reality. Toronto: Canadian Education Association.
26. Good, T. L., Grouws, D. A., & Ebmeier, H. (1983). Active mathematics teaching. New York: Longman.
27. Good, T. L., Grouws, D. A., Mason, D. A., Slavings, R., & Cramer, K. (1990). An observational study of small-group mathematics instruction in elementary schools. American Educational Research Journal, 27(4). 755-782.
28. Good, T. L., Mulryan, C., & MeCaslin, M. (1992). Grouping for instruction: A call for programmatic research on small-group processes. In D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 165-196). New York: Macmillan.
29. Goodlad, J. I., & Anderson, R. E. (1987). The nongraded school (rev. ed.). New York: Teachers College Press.
30. Grant, J. (1993). Questions and answers about multiage programs. In Society for Developmental Education (Ed.). Multiage classrooms: The ungrading of America’s schools (pp. 17-19). Peterborough. NH: Author.
31. Guskcy, T. R., & Oldham, B. R. (1995). Critical issues for Kentucky educators. Charleston, WV: Appalachia Educational Laboratory.
32. Gutierrez, R., & Slavin, R. E. (1992). Achievement effects of the nongraded elementary school: A best evidence synthesis. Review of Educational Research, 62(4), 333-376.
33. Her Majesty’s Inspectors of Schools. (1978). Primary education in England. London: Department of Education and Science. Her Majesty’s Stationery Office.
34. Hoen, R. R. (1972). An evaluation of multi-age classes at Carnarvon School, 1971-1972. Vancouver, Canada: Board of School Trustees, Department of Planning and Evaluation. (ERIC Document Reproduction Service No. ED 076 649)
35. Hunter, M. (1976). Rx improved instruction. El Segundo, CA: TIP Publications.
36. Joyce, B. R., & Weil, M. (1992). Models of teaching (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
37. Knight, E. E. (1938). A study of double grades in New Haven City Schools. The Journal of Experimental Education, 7, 11-18.
38. Laukkanen, R. (1978). Development of combined grade instruction in Finland. In A. Pietila (Ed.), Small schools and combined grades in Finland (pp. 7-16). Helsinki, Finland: National Board of General Education.
39. Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers’ professional learning (pp. 146-168). New York: Falmer Press.
40. Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19, 18-25.
41. Lodish, R. (1992). The pros and cons of mixed-age grouping. Principal, 71, 20-22.
42. Mason, D. A., & Bums, R. B. (1994). A review of the literature on combination classes (Tech. Rep.). Riverside: University of California, California Educational Research Cooperative.
43. Mason, D. A., & Bums, R. B. (1995). Teachers’ views about combination classes. The Journal of Educational Research, 89(1), 36-45.
44. Mason, D. A., & Good, T. L. (1996). Mathematics instruction in combination and single-grade classes: An exploratory investigation. Manuscript submitted for publication.
45. Mason, D. A., & Stimson, J. (1996). Combination and nongraded classes: Definitions and frequency in twelve states. Elementary School Journal. 96(4), 439-452.
46. Miller, B. A. (1989). The multigrade classroom; A resource handbook for small, rural schools. Portland, OR: Northwest Regional Educational Laboratory.
47. Miller, B. A. (1990). A review of the quantitative research on multigrade instruction. Research in Rural Education, 7(1), 1-8.
48. Miller, B. A. (1991). A review of the qualitative research on multigrade instruction. Research in Rural Education, 7(2), 3-12.
49. Miller, B. A. (1994). Children at the center: Implementing the multiage classroom. Portland, OR: Northwest Regional Educational Laboratory.
50. Monk, D. (1987). Assigning elementary pupils to their teachers. Elementary School Journal, 88, 167-187.
51. Muse, I., Smith, R., & Barker, B. (1987). The one teacher school in the 1980s. Las Cruces, NM: ERIC Clearinghouse on Rural Education and Small Schools.
52. Nachbar, R. R. (1989). A K-l class can work—wonderfully! Young Children, 44(5), 67-71.
53. Newmann, F. M. (1993). Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher, 22(2), 4-13.
54. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
55. O’Neil, J. (1993, June). Can separate be equal? Educators debate merits, pitfalls of tracking. Curriculum Update. Alexandria, VA: Association for Supervision and Curriculum Development.
56. Petry, M. (1959, September). Teaching a double grade? It’s a real challenge. Instructor, 69, 19, 21.
57. Pratt, D. (1986). On the merits of multiage classrooms. Research in Rural Education, 3(3), 111-115.
58. Pratt, C., & Treacy, K. (1986). A study of student grouping practices in early childhood classes in Western Australian government primary schools (Cooperative Research Series #9). Nedlands, Australia: Education Department of Western Australia.
59. Quinlan, C., George, C., & Emmett, T. (1987). Year-round education: Year- round opportunities—study of year-round education in California. Sacramento, CA: California Department of Education.
60. Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best evidence synthesis. Review of Educational Research, 57, 293-336.
61. Slavin, R. E. (1989a). A theory of school and classroom organization. In R. E. Slavin (Ed.), School and classroom organization (pp. 3-21). Hillsdale, NJ: Erlbaum.
62. Slavin, R. E. (1989b). Grouping for instruction in the elementary school. In R. E. Slavin (Ed.), School and classroom organization (pp. 159-172). Hillsdale, NJ: Erlbaum.
63. Slavin, R. E. (Ed.). (1989c). School and classroom organization. Hillsdale, NJ: Erlbaum.
64. Society for Developmental Education. (1993). Multiage classrooms: The ungrading of America’s schools. Peterborough, NH: Author.
65. Stimson, J. M. (1991). The effects of multigrade classes on student achievement in year-round schools. Doctoral dissertation. Northern Arizona University, Flagstaff.
66. Stodolsky, S. (1988). The subject matters: Classroom activities in math and social studies. Chicago: University of Chicago Press.
67. Veenman, S. (1995). Cognitive and non cognitive effects of multi grade and multi-age classes: A best-evidence synthesis. Review of Educational Research, 65(8), 319-381.
68. Veenman, S., Voeten, M., & Lem, P. (1987). Classroom time and achievement in mixed age classes. Educational Studies, 13, 75-89.
69. Westbury, I. (1973). Conventional classrooms, “open classrooms” and the technology of teaching. Journal of Curriculum Studies. 5, 99-121.
70. Willis, S. (1991). Breaking down grade barriers: Interest in nongraded classrooms on the rise. ASCD Update, 33(3), 1-4.
71. Wise, A. E. (1979). Legislated learning: The bureaucratization of the American classroom. Berkeley: University of California Press.
72. Wolfson, B. J. (1967, April). The promise of multiage grouping for individualizing instruction. Elementary School Journal, 354-362.