Abstract
This paper brings together evidence from a variety of fields which throws light on the practice of age segregation in schools. Strict age segregation is essentiallya phenomenon of the last century. Research studies show no consistent benefits to age segregation, and some affective and social advantages from multiage grouping. It is concluded that multiage and multigrade classrooms are socially and psychologically healthy environments.
How to Cite:
Pratt, D., (1986) “On the Merits of Multiage Classrooms”, Journal of Research in Rural Education 3(3), 111–115.
Rights: Copyright
Downloads:
Download PDF