Principals' Views of Combination Classes  

Oleh:

Mason, DeWayne A. ; Doepner, Roland W. III

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 91 no. 03 (Jan. 1998), page 160-172.

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Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT In this interview study, principals' (N = 36) views about combination classes were examined. In combination classes-adopted as an organizational structure because of inadequate grade-level enrollments-teachers instruct students from 2 or more grades for most or an of tl1e school day (e.g., Grades K-l, 1-2-3, 3-4). These classes are often touted as encouraging developmental practices typically found in nongraded classes and as an organizational structure formed because of such pedagogical interests as teaming, individualized instruction, and continuous progress curriculum. The results showed that the principals generally prefer single grades rather than combination classes; that they view "combinations" as leading to diminished curriculum and parent and teacher concerns; and that to ameliorate these constraints, they assign "effective" and experienced teachers as well as high-ability and independent students to these classes. The principals reported that (a) combination teachers use a mixed grouping strategy (2 groups for some subjects, whole-class approaches for others) and (b) integrated and thematic curriculum, cooperative learning, and small-group instruction are effective in combination classes. Few principals, however, viewed combination classes as encouraging more progressive, nongraded practices.

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