An empirical model of mixed-age teaching

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”.