How teachers perceive multiageing in the middle school

Abstract

Multiaged classes are thought to advance the philosophy of middle schooling through perceived benefits to social development of students and collaborative learning opportunities. However, middle schooling is a relatively new educational reform, faced with various issues of teacher resistance. A multiaged class structure was one of the eco-organisational features of middle school introduced into a single site investigation of teachers' perceptions about how these features helped or hindered their practice at one of Education Queensland's trial schools. Analysis of data indicated that teachers held a mixture of beliefs about the advantages and implementation of multiaged classes for early adolescents.