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Mixed-age Classes
Multi-age classrooms or composite classes are classrooms with students from more than one grade level. They are created because of a pedagogical choice of a school or school district. They are different from split classes which are formed when there are too many students for one class – but not enough to form two classes of the same grade level. Composite classes are more common in smaller schools; an extreme form is the one-room school. Studies of the performance of students in composite classes shows their academic performance is not substantially different from those in single-grade classrooms; instead, outcomes tend to be a function of the teacher's performance. History and prevalence Multi-age schooling originated in one-room schoolhouses during the 19th century. It became less common in the 20th century with the rise of mainstream schooling. However, multi-age schooling had a resurgence in the 1960s. Approximately one third of all classes across the world are multigrade ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Grade Level
Educational stages are subdivisions of formal learning, typically covering early childhood education, primary education, secondary education and tertiary education. The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognizes nine levels of education in its International Standard Classification of Education (ISCED) system (from Level 0 (pre-primary education) through Level 8 (doctoral)). UNESCO's International Bureau of Education maintains a database of country-specific education systems and their stages. Organization Education during childhood and early adulthood is typically provided through either a two- or three-stage system of childhood school, followed by additional stages of higher education or vocational education for those who continue their formal education: *Early childhood education at preschool, nursery school, or kindergarten (outside the U.S. and Canada) *Primary education at primary school or elementary school, and sometimes in the early ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
One-room School
One-room schools, or schoolhouses, were commonplace throughout rural portions of various countries, including Prussia, Norway, Sweden, the United States, Canada, Australia, New Zealand, the United Kingdom, Ireland, and Spain. In most rural and small town schools, all of the students met in a single room. There, a single teacher taught academic basics to several grade levels of elementary-age children. While in many areas one-room schools are no longer used, some remain in developing nations and rural or remote areas. In the United States, the concept of a "little red schoolhouse" is a stirring one, and historic one-room schoolhouses have widely been preserved and are celebrated as symbols of frontier values and of local and national development. When necessary, the schools were enlarged or replaced with two-room schools. More than 200 are listed on the U.S. National Register of Historic Places. In Norway, by contrast, one-room schools were viewed more as impositions upon conse ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Academic Achievement
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement. Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important—procedural knowledge such as skills or declarative knowledge such as facts. Furthermore, there are inconclusive results over which individual factors successfully predict academic performance, elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of school achievement. Now, schools are receiving money based on its students academic achievements. A school with more academic achievements would receive more money than a school with less achievements. In Califor ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Class Size
Class size refers to the number of students a teacher faces during a given period of instruction. Measurements and definitions Some researchers and policymakers have studied the effects of class size by using student-teacher ratio (or its inverse, teacher-student ratio), but class size is not accurately captured by this metric. As Michael Boozer and Cecilia Rouse explain in "Intraschool Variation in Class Size: Patterns and Implications", student-teacher ratio gives an imprecise view of class size because teachers may be unevenly distributed across classrooms. Some teachers have light course loads as they are assigned to spend most or all of their time coaching other teachers. These coaches would nevertheless factor into the calculation of student-teacher ratio. In other classes – say, an inclusion class with special education students – two teachers may jointly teach a class of thirty-four students. Although student-teacher ratio would describe this class' size as seve ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ability Grouping
Ability grouping is the educational practice of grouping students by potential or past achievement for a relevant activity. Ability groups are usually small, informal groups formed within a single classroom. It differs from tracking by being less pervasive, involving much smaller groups, and by being more flexible and informal. In a mixed-ability classroom, ability groups allow the teacher to target review, direct instruction, and advanced work to the needs of a small group, rather than attempting to meet the divergent needs of the entire class simultaneously. Assignment to an ability group is often short-term (never lasting longer than one school year), and varies by subject. Assignment to an ability group is made by (and can be changed at any time by) the individual teacher, and is usually not recorded in student records. For example, a teacher may divide a typical mixed-ability classroom into three groups for a mathematics lesson: those who need to review basic facts ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning By Teaching
In the field of pedagogy, learning by teaching (German: ''Lernen durch Lehren'', short LdL) is a method of teaching in which students are made to learn material and prepare lessons to teach it to the other students. There is a strong emphasis on acquisition of life skills along with the subject matter. This method was originally defined by Jean-Pol Martin in the 1980s. Background The method of having students teach other students has been present since antiquity. Most often this was due to lack of resources. For example, the Monitorial System was an education method that became popular on a global scale during the early 19th century. It was developed in parallel by Scotsman Andrew Bell who had worked in Madras and Joseph Lancaster who worked in London; each attempted to educate masses of poor children with scant resources by having older children teach younger children what they had already learned. Systematic research into intentionally improving education, by having stud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Victorian Essential Learning Standards
In the state of Victoria, Australia, the Victorian Essential Learning Standards (VELS) is the curriculum framework for Preparatory to Year 10 school levels, which replaced the Curriculum and Standards Framework II (CSF 2) in 2006. Students starting Year 11 normally proceed to complete the Victorian Certificate of Education (VCE), but other education options are available. VELS was superseded by the Australian Curriculum AusVELS in 2013. {{cite web, url=http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx, publisher=Victorian Curriculum and Assessment Authority, title=F-10 Curriculum, access-date=27 December 2017 Breakdown of the VELS The VELS is a curriculum framework providing a set of areas for teachers to teach. Like the Curriculum and Standards Framework (CSF) and the CSF II, the VELS has six levels, with a general expectation that each level be completed in two years of schooling, with the exception of Level 1, completed in the first year of Primary schooling, known as ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Age Segregation In Schools
Age segregation in schools, age grading, or graded education is the separation of students into years of education (grades, forms) by approximately the same age. It is based on the theory that learners of the same age at the same level of social and intellectual maturity should be taught at the same pace. Here, schools classify learners according to age cohorts with the expectation that those with similar age share needs, abilities, and interests. It also forms part of the standardized learning organized in stages and progresses in predictable and known ways. History The concept of age-segregated school is considered a recent historical development, with scholars noting that during the late eighteenth century students of widely varying ages in many European countries attend school together, a practice that was also adopted in the United States. In colonial America, it was customary to teach students of various ages in one classroom by one teacher. The graded education was only int ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Class-size Reduction
As an educational reform goal, class size reduction (CSR) aims to increase the number of individualized student-teacher interactions intended to improve student learning. A reform long holding theoretical attraction to many constituencies, some have claimed CSR as the most studied educational reform of the last century.Biddle, B. J. & Berliner, D. C. (2002) Research synthesis: small class size and its effects, ''Educational Leadership, 59''(5), 12–23. Until recently, interpretations of these studies have often been contentious. Some educational groups like the American Federation of Teachers and National Education Association are in favor of reducing class sizes. Others argue that class size reduction has little effect on student achievement. Many are concerned about the costs of reducing class sizes.Eric Hanushek (1999“The Evidence on Class Size,” in ''Earning and learning: How schools matter'', edited by Susan E. Mayer and Paul E. Peterson (Washington, DC: Brookings Instit ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
One-room School
One-room schools, or schoolhouses, were commonplace throughout rural portions of various countries, including Prussia, Norway, Sweden, the United States, Canada, Australia, New Zealand, the United Kingdom, Ireland, and Spain. In most rural and small town schools, all of the students met in a single room. There, a single teacher taught academic basics to several grade levels of elementary-age children. While in many areas one-room schools are no longer used, some remain in developing nations and rural or remote areas. In the United States, the concept of a "little red schoolhouse" is a stirring one, and historic one-room schoolhouses have widely been preserved and are celebrated as symbols of frontier values and of local and national development. When necessary, the schools were enlarged or replaced with two-room schools. More than 200 are listed on the U.S. National Register of Historic Places. In Norway, by contrast, one-room schools were viewed more as impositions upon conse ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Sudbury School
A Sudbury school is a type of school, usually for the K-12 age range, where students have complete responsibility for their own education, and the school is run by a direct democracy in which students and staff are equal citizens. Students use their time however they wish, and learn as a by-product of ordinary experience rather than through coursework. There is no predetermined educational syllabus, prescriptive curriculum or standardized instruction. This is a form of democratic education. Daniel Greenberg, one of the founders of the original Sudbury Model school, writes that the two things that distinguish a Sudbury Model school are that everyone is treated equally (adults and children together) and that there is no authority other than that granted by the consent of the governed. While each Sudbury Model school operates independently and determines their own policies and procedures, they share a common culture. The intended culture within a Sudbury school has been described ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ungraded School
An ungraded school is a school that does not formally organize students according to age-based grade levels. Students' achievements are assessed by teachers, and each student is individually assigned to one of several fluid groups, according to what the student needs to learn next. Typically, skills and knowledge are divided up into smaller pieces, rather than a year's worth of material. Students continue studying a given skill until they have learned it. For example, when a child has mastered the given level of subtraction skills, then they may be sent to a group that is learning beginning multiplication skills. Major skill areas are assessed separately, so prowess or weakness in one area does not force the student into an inappropriate level in other areas. Because of the flexibility, learning at faster or slower pace than average does not leave overachievers bored and neglected, or force slower students or students whose home life has been disrupted through trauma, divorce o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
