Abstract

This paper examines the affects of multiage classrooms on students involved in such a setting. First, it examines whether multiage classrooms promote academic achievement or hinder it. Second, it looks at how the social and political dynamics change when there are students of a larger age span. The data was collected from direct observation and interaction with students in a first/second grade classroom. After researching the topic of multi-level classrooms, I analyzed my observations and discussed what teachers coming in to such a setting should be aware of and how to adapt their beliefs to a multiage classroom.

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