Flexible grouping strategies in the multiage classroom

Theory into Practice

Volumn 41, Issue 1, 2002, Pages 47-52

  Hoffman, Jo ^a  

^a KEAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036004569     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4101_8     Document Type: Article

References (16)

1. Designing literacy learning experiences in a multiage classroom
2. Implications of Piagetian theory for peer learning
3. Implications of Vygotsky's theory for peer learning
4. From teachers' perspectives: The social and psychological benefits of multiage elementary classrooms
5. The role of the teacher in promoting cognitive processing during collaborative learning
6. Structuring dyadic interaction through scripted cooperation
7. Learning from peers: Beyond the rhetoric of positive results
8. Designing collaborative contexts: Lessons from three research programs
9. Strategies for teaching children in multiage classrooms
10. Group processes in the classroom
11. Developing productive group interaction in middle school mathematics
12. Implications of cognitive approaches to peer learning for teacher education