Hyry-Beihammer, Eeva Kaisa; Hascher, Tina (2015). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 74, pp. 104-113. Elsevier 10.1016/j.ijer.2015.07.002
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This article describes the teaching strategies used in multi-grade classes in five small rural primary schools in Austria and Finland on the basis of the content analysis of transcribed teacher interviews. Two main types of strategies were identified: practices that (1) aim to reduce or (2) capitalize on students’ heterogeneity. The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
Item Type: |
Journal Article (Original Article) |
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Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > School and Teaching Research |
UniBE Contributor: |
Hascher, Tina |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
0883-0355 |
Publisher: |
Elsevier |
Language: |
English |
Submitter: |
Christine Alexandra Röthlisberger |
Date Deposited: |
28 Jan 2016 10:21 |
Last Modified: |
05 Dec 2022 14:51 |
Publisher DOI: |
10.1016/j.ijer.2015.07.002 |
Uncontrolled Keywords: |
Curriculum, Differentiation, Multi-grade teaching, Narrative inquiry, Peer tutoring, Rural school |
BORIS DOI: |
10.7892/boris.74665 |
URI: |
https://boris.unibe.ch/id/eprint/74665 |
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