Opening the Door on Best Practice
Contrasting Teaching Styles in the Multigrade Classroom
DOI:
https://doi.org/10.47381/aijre.v6i1.405Abstract
This paper examines two case studies of multigrade teachers, and focuses on the diverse styles of these different teachers. It questions what, given this diversity, are the critical issues in multigrade teaching, and whether it is possible to identify 'best practice' in the multigrade classroom. In addition this paper attempts to indicate the necessary skills which should be developed in preservice education for teaching in multigrade classrooms.
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