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Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands
ARTICLE

International Journal of Educational Development Volume 21, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This article reports on a study that compares the reading progress of students in multigrade schools with the reading progress of students in monograde schools. The research was conducted in a small island state in the Caribbean. The results of the study indicate that multigrade schools are particularly effective at promoting the reading progress of low-achieving students. It is hypothesised that this is partly because of differences in the approach to instruction in multigrade and monograde classrooms. Whereas monograde classrooms tend to be characterised by undifferentiated whole-class teaching, in multigrade classes students have more opportunity to engage in small-group work. The implications of the findings are explored for policy, practice and research.

Citation

Berry, C. Achievement effects of multigrade and monograde primary schools in the Turks and Caicos Islands. International Journal of Educational Development, 21(6), 537-552. Elsevier Ltd. Retrieved August 9, 2024 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(01)00014-1

Keywords

References

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