An examination of the multiage classroom, detailing its structure, philosophy, and pedagogical methodology. This paper defines the multiage model and discusses its effects on students in terms of cognition and emotional-behavioral development. It argues in favor of the multiage structure over the traditional, chronologically graded classroom, focusing on such particulars as individualized instruction, self-paced learning in a cross-age, collaborative environment, and non-threatening means of evaluating and assessing students' learning growth.
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