Teachers' Views of Combination Classes  

Oleh:

Burns, Robert B. ; Mason, DeWayne A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 89 no. 01 (Sep. 1995), page 36-45.

Ketersediaan

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

Lihat Detail Induk

Isi artikel

ABSTRACT An investigation was conducted of 35 teachers' views about combination classes, a common format typically created by uneven enrollments and involving the teaching of students from two adjacent grades for the entire day. Most teachers, when asked about their feelings toward, and organizational and teaching strategies for, combination classes, responded negatively and preferred not to teach them. Teachers felt students should be assigned to combination classes homogeneously by ability, independence, and behavior, but they reported that such approaches were limited by organizational constraints Although 4 teachers taught their classes via whole-class methods and 7 used two groups, 24 used a mixed grouping strategy, usually dividing the class into separate groups for reading and mathematics and teaching a single group i!1 science and social studies. Few teachers discussed developmental approaches often used in multiage or non graded programs, approaches often advocated for combination classes. Results are interpreted as a consequence of the lack of understanding of developmental theories underpinning multiage programs and the contextual constraints of teaching combination classes.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali