Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6841564 | International Journal of Educational Research | 2015 | 10 Pages |
Abstract
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 (NÂ =Â 280) conducted as part of the Swiss-Austrian project, “Schools in Alpine Regions 2”.
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Social Sciences and Humanities
Social Sciences
Education
Authors
Robbert Smit, Eva Engeli,