The Multi-Age School Structure: Its Value and Contributions in Relation to Significant Learning

Autor/inn/en	Shalom, Maya; Luria, Ela
Titel	The Multi-Age School Structure: Its Value and Contributions in Relation to Significant Learning
Quelle	In: Educational Practice and Theory, 41 (2019) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-577X
DOI	10.7459/ept/41.1.02
Schlagwörter	Foreign Countries; Mixed Age Grouping; Student Development; Experimental Schools; Elementary School Students; School Personnel; Learning Experience; Educational Environment; Caring; Cognitive Development; Social Development; Emotional Development; Student Participation; Israel + Suchen Sie Ihr Suchwort? Ausland; Jahrgangsübergreifende Gruppe; Pilot school; Model school; Modellschule; Schulpersonal; Lernerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Most schools around the world are configured as a single-age structure, according to their chronological age. Based on a case study of one Israeli school, this article seeks to present the value and contributions of a multi-age structuring relation to significant learning experiences. The findings of this article show that the multi-age structure allows for student mobility in cognitive, social and emotional aspects according to their developmental age, not their chronological age. In addition, the teaching-learning processes derived from this structure such as adaptive and mediated teaching and peer learning are found as significant learning motivators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01