Multiage Classrooms and the Academic and Social/Emotional Growth of Students
Graduation Date
Summer 2008
Document Type
Master's Thesis
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne Peters, EdD
Abstract
The purpose of this research paper is to examine the effectiveness of multiage classrooms in terms of academic, social and emotional growth compared to single-grade classrooms. I look specifically at multiage classrooms at island schools in the state of Maine. On the basis of Vygotsky’s Zone of Proximal Development and Arthur Bandura’s Social Learning theory, it was hypothesized that multiage classrooms would be effective learning environments.
The results of the literature reviewed were consistent with predictions. The researchers describe academic, social and emotional benefits of students in multiage classrooms. However, it is important to note the research also emphasized that effective multiage classrooms exhibit these benefits, but not necessarily all multiage classrooms. Multiage classrooms require teachers with experience and training. The results from the interview and survey I conducted were consistent with what the research stated.