Relevant bibliographies by topics / Multigrade teaching practices

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Multigrade teaching practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Multigrade teaching practices"

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Engin, Gizem. "The Opinions of The Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example)." International Journal of Progressive Education 14, no. 1 (2018): 177–200. http://dx.doi.org/10.29329/ijpe.2018.129.13.

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Buaraphan, Khajornsak, Benjamas Inrit, and Wilai Kochasila. "Current policy and practice concerning multigrade teaching in Thailand." Kasetsart Journal of Social Sciences 39, no. 3 (2018): 496–501. http://dx.doi.org/10.1016/j.kjss.2018.06.008.

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Rotas, Erwin Emperado, and Michael Bobias Cahapay. "Workload Stress and Results Based Performance of Multigrade Teachers." Journal of Studies in Education 10, no. 2 (2020): 68. http://dx.doi.org/10.5296/jse.v10i2.16874.

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Teaching is a multifaceted task. Teachers are inevitably exposed to superfluous teaching workloads and predicaments causing them stress. This research aimed to determine the relationship between workload stress and results based performance of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC) during the school year 2015-2016. Following the survey method, a tailored questionnaire was used to gather the needed information. Secondary data were also collected. The statisti
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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br /&gt
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Cavalcanti, Ana Paula de Holanda, and Waldenia Leao de Carvalho. "School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy." Revista Brasileira de Educação do Campo, 2021, 1–24. http://dx.doi.org/10.20873/uft.rbec.e9596.

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This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based
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Dissertations / Theses on the topic "Multigrade teaching practices"

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Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014<br>Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap betwee
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2

Souza, José Edimar de. "Trajetórias de professores de classes multisseriadas: memórias do Ensino Rural em Novo Hamburgo/RS (1940 a 2009)." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3505.

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Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-12T14:17:30Z No. of bitstreams: 1 trajetorias_professores.pdf: 19200962 bytes, checksum: d7148390fed2924ec7d01a9988f1656e (MD5)<br>Made available in DSpace on 2015-05-12T14:17:30Z (GMT). No. of bitstreams: 1 trajetorias_professores.pdf: 19200962 bytes, checksum: d7148390fed2924ec7d01a9988f1656e (MD5) Previous issue date: 2011<br>Milton Valente<br>Este estudo trata da história do ensino rural no período de 1940 a 2009, a partir da memória de oito professoras e dois professores que atuaram em classes multisseriadas da rede públic
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3

Suzuki, Takako. "Multigrade teaching in primary schools in Nepal : practice and training." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10007484/.

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One or the most significant unsolved issues in achieving Education for All is increasing the quality of education, especially among the most disadvantaged groups. In remote areas, where many of these groups live, primary schools are often organised as multigrade schools. In these schools. teachers are simultaneously responsible for two or more grades during one lesson period. However, multigrade teaching is often overlooked by both policy makers and researchers. Multigrade teachers are unsupported because mono grade teaching predominates. There is a very limited corpus of research on multigrad
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4

Nunes, Klivia de Cássia Silva. "Escolas multisseriadas e os ideários pedagógicos: um estudo sobre as escolas do e no campo na região do Bico do Papagaio." Universidade Federal de São Carlos, 2018. http://hdl.handle.net/11612/1037.

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Esta tese teve como objetivo geral analisar as concepções pedagógicas que se materializam na prática dos professores das escolas multisseriadas e se expressam o ideário Por uma Educação do Campo conforme está posto nas políticas educacionais para essa modalidade de ensino. Tem-se como referência teórica o ideário da pedagogia histórico-crítica, cujas bases epistemológicas estão alicerçadas na concepção marxista, o que possibilita a apreensão dos processos pedagógicos sob os aspectos da finalidade e objetivo da educação. A problemática da pesquisa parte da indagação: Em que medida as práticas p
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