Готові списки джерел за темами / Multigrade teaching

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Добірка наукової літератури з теми "Multigrade teaching"

Автор: Grafiati

Опубліковано: 23 серпня 2023

Оновлено: 25 липня 2025

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Статті в журналах з теми "Multigrade teaching"

Bajpai, Nitin, and Jyoti Pandey. "Challenges of Multigrade Class Teaching." International Journal of Science and Social Science Research 1, no. 1 (2023): 13–18. https://doi.org/10.5281/zenodo.13328097.

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The purpose of this paper is to throw light on the challenges facing by teachers in multigrade classrooms which isrunning in government primary and junior schools in village area. Multigrade classroom means that there are two or more thantwo grade in single classroom working together or independently and every student is working for his/ her individual curriculumgoals for their own grade level. They are learning simultaneously in same class by single teachers. It is very easy to say but reallyvery tricky and harder to handle. On the one hand, it gives an opportunity for collaborative learning

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Rodríguez Hernández, Blanca Araceli, Oscar Osvaldo Servín Calvillo, and Fabiola Isabel Castro Romero. "ESTADO DEL ARTE SOBRE PRÁCTICAS DOCENTES MULTIGRADO EN PAÍSES HISPANOHABLANTES." Revista Brasileira de Educação do Campo 9 (October 8, 2024): e19209. http://dx.doi.org/10.70860/ufnt.rbec.e19209.

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Estado da Arte sobre práticas docentes multisseriadas em países hispanofalantes O estado da arte é uma forma de se situar em um campo científico a fim de delimitar o que foi pesquisado sobre um objeto de estudo, como e a partir de quais disciplinas. Este documento relata o estado da arte da pesquisa sobre práticas de ensino em salas de aula multigrau com o objetivo de: a) identificar as contribuições sobre a prática de ensino em contextos multigrau e b) reconhecer o que ainda precisa ser pesquisado nessa área. Cinquenta e nove documentos de países de língua espanhola publicados em espanhol for

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Sheree Lhyn Abadonio Salazar. "Multigrade teaching and its effect to the performance of the pupils in selected island schools of Bacacay." International Journal of Science and Research Archive 15, no. 2 (2025): 1862–64. https://doi.org/10.30574/ijsra.2025.15.2.1434.

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This qualitative study explored multigrade teaching in Bacacay’s island schools, highlighting its impact on pupil performance and instructional challenges. Through a phenomenological approach, insights from school heads and teachers revealed key struggles in classroom management, resource limitations, and diverse learner needs. Findings underscore the importance of innovative lesson plans to enhance multigrade education. Findings: This study explored multigrade teaching in Bacacay’s island schools, revealing its influence on pupil performance and instructional challenges. While it promotes lit

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King, S., and P. Young. "Opening the Door on Best Practice." Australian and International Journal of Rural Education 6, no. 1 (1996): 29–36. http://dx.doi.org/10.47381/aijre.v6i1.405.

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This paper examines two case studies of multigrade teachers, and focuses on the diverse styles of these different teachers. It questions what, given this diversity, are the critical issues in multigrade teaching, and whether it is possible to identify 'best practice' in the multigrade classroom. In addition this paper attempts to indicate the necessary skills which should be developed in preservice education for teaching in multigrade classrooms.

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Rae Olana, Cyndi, and James L. Paglinawan. "The Relationship of Community Support to the Teaching Strategies in Handling Multigrade in Indigenous People Schools." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1324–28. https://doi.org/10.47772/ijriss.2025.906000104.

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Effective education in Indigenous People Schools, particularly in multigrade classrooms, necessitates understanding the interplay between available community support and implemented teaching strategies. The main objective of the study was to determine the level of community participation and strategies in handling multigrade in indigenous people schools. This study used a descriptive-correlational method of research. Data were collected from 108 respondents using a take all or total enumeration. The data was taken from the different multigrade indigenous people schools of the Division of Bukid

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Castillo-López, Javier, and Daniel Domínguez Figaredo. "Characterisation of flipped classroom teaching in multigrade rural schools." South African Journal of Education 42, Supplement 1 (2022): S1—S14. http://dx.doi.org/10.15700/saje.v42ns1a2211.

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Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms

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Rondero,, Clyde Polynne Mayden G., and Ivy H. Casupanan. "Challenges and Opportunities in Multigrade Teaching: Experiences of Primary School Teachers in Far-Flung Schools." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 5162–74. https://doi.org/10.11594/ijmaber.05.12.19.

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This study finds out the opportunities and challenges in multi-grade teaching: experiences of primary school teachers in far-flung schools in San Marcelino, Zambales. The study made use of qualita-tive research adhering to the phenomenological methods and data were thematically analyzed. Results of the study showed that the challenges encountered by multigrade teachers in far-flung schools are difficulty in handling classroom and time management, failing to consider the diversity of learners, inadequacy in teaching multi-ple grades and experiencing burnout in teaching. Multigrade teachers over

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Taole, Matshidiso Joyce. "ICT Integration in a Multigrade Context: Exploring Primary School Teachers Experiences." Research in Social Sciences and Technology 9, no. 1 (2024): 232–52. http://dx.doi.org/10.46303/ressat.2024.13.

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Technology offers pedagogical affordances that can transform teaching and learning in multigrade classrooms to assist in the process of teaching and learning. However, it is challenging for teachers to effectively integrate technology into their classrooms, given the complex and dynamic multigrade context. The technological pedagogical content knowledge (TPACK) model was a lens through which to explore teachers’ experiences in ICT integration in their multigrade classrooms in selected primary schools in South Africa. A case study design guided this qualitative study. Semi-structured interviews

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Autor, Edilbert. "Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon." Psychology and Education: A Multidisciplinary Journal 22, no. 6 (2024): 675–96. https://doi.org/10.5281/zenodo.12802992.

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The study focused on the Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon. The study applied descriptive survey method for the study with the Questionnaire as the main data gathering tool. A total of 81 respondents participated in the study. Statistical tools were utilized such as frequency count, mean scores, Mann Whitney U-Test and Kruskal Wallis H-Test. The study revealed that a typical respondent comprised of age 21 to 30 years old, female-dominated, married individuals, with Master’s Units, were in Teacher I position, and served the school for

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A. De Borja, Joanna Marie, Eivan Mark S. Sigua, and Arlyne C. Marasigan. "Pedagogical Practices of Multigrade Teachers in Conducting Science Learning Activities." International Multidisciplinary Research Journal 2, no. 3 (2020): 219–28. http://dx.doi.org/10.54476/iimrj353.

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Анотація:

The world is on the verge of recognizing the right of every learner to quality education and learning. It has been part of the United Nations Sustainable Development Goal (UN-SDG) to open the door of equity education for all children, especially in rural areas. Hence, this research discusses how pedagogical practices of multigrade teachers in teaching Science learning activities are facilitated. The qualitative research design was used in collecting data through document analysis and semi-structured interviews. Five teachers from two multigrade schools in Bataan and Quezon provinces were the k

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Дисертації з теми "Multigrade teaching"

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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Анотація:

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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Vu, Thi Son. "Improving teaching and learning for health in multigrade schools in Vietnam." Thesis, Institute of Education (University of London), 2005. http://eprints.ioe.ac.uk/19261/.

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This thesis presents a study of teaching in multigrade classes in primary schools in Vietnam. In a multigrade class a teacher teaches a number of students at different grade levels at the same time. The study focused on the following research questions: 1. What is the extent of multigrade teaching in Vietnam and associated problems? 2. How do teachers currently organise and manage teaching in multigrade classes in North Vietnam? 3. What factors hinder students' active participation in learning for health in multigrade schools? 4. How can the teaching of health in multigrade classrooms be impro

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Vithanapathirana, Manjula Vibhasini. "Improving multigrade teaching : action research with teachers in rural Sri Lanka." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020487/.

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Анотація:

The study focuses on prevalence, problems and effective strategies for multigrade teaching. Through an intervention, planned and implemented collaboratively with teachers, the study contributes to the improvement of multigrade teaching and status of primary education in Sri Lanka. The five research questions addressed by the field study were as follows: (i) What are the contextual characteristics of multigrade teaching rural schools? (ii) What are the current practices of multigrade teaching and the challenges faced by these multigrade teachers? (iii) What innovations could be planned to impro

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Muthayan, Saloshini. "A case study of multigrade teaching in Canada: implications for South Africa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.

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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and obse

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Ali, Aniyath. "Investigating multigrade teaching (MGT) and learning practices in Maldives: Developing a framework for MGT." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2677.

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Multigrade teaching (MGT) is a feature of schooling widely practised in many countries. MGT is typically instigated to provide education for socially disadvantaged groups of children, which can bring considerable benefit to all concerned. The literature shows that there is a paucity of research into MGT, particularly into pedagogical practices and teaching strategies. The previous researchers who have advocated the adoption of MGT, lack discussion on the pedagogical applications and contextual considerations for remote schools. This research explores how MGT is operationalised in the island na

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Haingura, Steven Shindimba. "An investigation of multigrade teaching at three primary schools in the Kavango region, Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95830.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological method

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Arriagada, Cruces Melissa. "L2 teaching strategies used by teachers in multigrade rural schools in Chile: a case study." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/132542.

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Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.

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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purpos

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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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Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.

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Анотація:

The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.M

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Книги з теми "Multigrade teaching"

Cornish, Linley, and Matshidiso Joyce Taole, eds. Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3.

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LITTLE, ANGELA W., ed. EDUCATION FOR ALL AND MULTIGRADE TEACHING. Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4591-3.

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Asia and the Pacific Programme of Educational Innovation for Development., ed. Multigrade teaching in single teacher primary schools. Unesco Principal Regional Office for Asia and the Pacific, 1989.

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Thomas, Christopher. Issues in the development of multigrade schools. World Bank, 1992.

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National Clearinghouse on Literacy Education., ed. Teaching and learning in the multigrade classroom: Student performance and instructional routines. National Clearinghouse on Literacy Education, 1991.

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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Africa Region Human Development Department, World Bank, 2009.

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Cathal, Higgins, Education For All Fast Track Initiative., and World Bank. Africa Regional Office. Human Development Dept., eds. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Africa Region Human Development Department, World Bank, 2009.

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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Africa Region Human Development Department, World Bank, 2009.

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Bank, World, ed. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. The World Bank, 2009.

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Quist, Dawn. Resource Materials for Multigrade Teaching. Commonwealth Secretariat, 2005. http://dx.doi.org/10.14217/9781848598713-en.

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Частини книг з теми "Multigrade teaching"

Kivunja, Charles, and Margaret Sims. "Multigrade pedagogies." In Learning and Teaching Around The World. Routledge, 2018. http://dx.doi.org/10.4324/9780429491498-4.

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Cornish, Linley. "Quality Practices for Multigrade Teaching." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_9.

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Weber, Everard, and Tsakani Chaka. "Multigrade Education in South Africa: Does It Promote Educational Change and Social Development?" In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_3.

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van Wyk, Micheal M. "South African Multigrade Teachers’ Implementation of Cooperative Learning Strategies." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_5.

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Cornish, Linley. "Introduction." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_1.

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Taole, Matshidiso Joyce, and Linley Cornish. "Breaking Isolation in Australian Multigrade Teaching Contexts Through Communities of Practice." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_6.

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du Plessis, André, and Brenda Subramanien. "Challenges that South African Multigrade Teachers Experience in Implementing Information and Communication Technologies." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_7.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Tsebe Wilfred Molotja. "Critical and Capability Theories as a Framework to Improve Multigrade Teaching." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_4.

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Bannister-Tyrrell, Michelle, and Erika Pringle. "Differentiation in an Australian Multigrade Classroom." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_10.

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du Plessis, André, and Brenda Subramanien. "Teacher Usage of ICT in a South African Multigrade Context." In Perspectives on Multigrade Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84803-3_11.

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Тези доповідей конференцій з теми "Multigrade teaching"

De Santis, Francesca, and Giuseppina Rita Jose Mangione. "DIGITAL TECHNOLOGIES AND MULTIGRADE CLASSROOMS: A NATIONAL STUDY ON TEACHING PRACTICES, CHALLENGES, AND FUTURE SCENARIOS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1688.

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Acatrinei, Irina Roxana. "Multigrade Teaching Today.the Romanian’ Teachers Perception." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.47.

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Romo, Necy Cesaria. "Multigrade Teaching Experience in Ilocos Sur: Basis for Extension Program." In The IAFOR International Conference on Education – Hawaii 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-1036.2021.31.

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Acatrinei, Irina Roxana, and Adina Oltița Popovici. "THE ORGANIZATION OF MULTIGRADE TEACHING IN PRIMARY SCHOOL. CHALLENGES AND CHANCES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0442.

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"The Prospects and Challenges of Multigrade Teaching Approach in Secondary Schools in Nigeria." In International Conference on Arts, Economics and Management. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0314099.

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Phakisi, Maisaiah, Ritu Bhagwandeen, and Awelani Rambuda. "STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS IN LESOTHO." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2010.

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Phakisi, Maisaiah, Ritu Bhagwandeen, and Awelani Rambuda. "THE TEACHING STRATEGIES EMPLOYED IN THE TEACHING OF SCIENCE BY MULTIGRADE PRIMARY SCHOOL TEACHERS: A CASE OF TWO RURAL DISTRICTS IN LESOTHO." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1847.

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Clery, Josué, Isabel Posligia, Edison Cruz, et al. "Communication of the linguistic awareness of Ecuadorian students, through a web system." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003777.

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Анотація:

The idea to defend of the present investigation is the design of a web system, for the learning of Ecuadorian students. What is proposed is to reduce the number of students who have difficulties to read and write, because the teacher is not able to provide attention to all his students, since there are several grades and several students at the same time. This tool, which was designed, is made so that the student knows how to recognize sounds, form sentences and express meanings of words. This contributes in a beneficial way to the teaching-learning process, it will focus on the word generator

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