Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Patricia E. Baker
Some educators believe that learning can be enhanced when teachers and students participate in educational models such as multi-age grouping and student-teacher progression (aka looping) over two or more school years. This study addressed the need for research reporting the strengths and weaknesses of these two models. The school observed in this study participated in multi-age grouping for specific activities and in the recent past had participated in student-teacher progression.
These questions were asked:
- What are the strengths and weaknesses of looping?
- What are the strengths and weaknesses of multi-age grouping?
- What are the strengths and weaknesses of family grouping as perceived by the parents, students, and teachers?
The majority of parents, teachers, and students responded positively and wanted to continue participating in multi-age instruction. They observed that one of the inherent strengths of multi-age instruction and multi-year looping is the development of a long-term relationship between all three groups. Students commented on the benefits of working with their peers – helping one another with learning tasks and the availability of many teachers rather than just one.
Stouffer, Alicia M., "Long-Term Teacher-Student Relationships: What are the Strengths and Weaknesses?" (2002). Education and Human Development Master's Theses. 1377.