An empirical model of mixed-age teaching

•A theoretical concept of mixed-age teaching based on research literature is presented.•Based on empirical data a structural equation model (SEM) in line with the theoretical concept was constructed.•The relationships between the latent variables within the SEM of mixed-age teaching are discussed. M...

Full description

Saved in:
Bibliographic Details
Published in:International journal of educational research 2015-01, Vol.74, p.136-145
Main Authors: Smit, Robbert, Engeli, Eva
Format: Article
Language:English
Subjects:
Mixed-age teaching
Multi-grade schools
Rural schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:•A theoretical concept of mixed-age teaching based on research literature is presented.•Based on empirical data a structural equation model (SEM) in line with the theoretical concept was constructed.•The relationships between the latent variables within the SEM of mixed-age teaching are discussed. Many research studies analysing the effects of multi-graded classes have stated the need for a description of mixed-age teaching for pedagogical reasons. We tried to fill this gap by presenting a theoretical concept transferred onto a measurement model with seven typical elements of mixed-age teaching practices as a basis for future research. Within this structural-equation model, we were also able to trace the relationships between these practices. The empirical data derives from a teacher survey (N=280) conducted as part of the Swiss-Austrian project, “Schools in Alpine Regions 2”.
ISSN:0883-0355
1873-538X
DOI:10.1016/j.ijer.2015.05.004