Date of Award

Spring 2002

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Morris Beers

Second Advisor

Linda Schloner

Third Advisor

Patricia E. Baker

Abstract

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:

  1. What are the strengths and weaknesses of looping?
  2. What are the strengths and weaknesses of multi-age grouping?
  3. 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.

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