Abstract

This paper examines the qualitative research literature regarding multigrade classrooms. The paper is organized in two parts: the first section, based on interviews ana surveys, provides an overview of the problems and needs of rural school teachers in multigrade classrooms; the second section reviews studies and teacherreoons describing how instruction is conducted in multigrade classrooms as compared with single-grade classrooms. The author suggests far-reaching implications for teacher preparation, classroom organization, and student learning in multigrade classrooms.

How to Cite:

Miller, B. A., (1990) “A Review of the Qualitative Research on Multigrade Instruction”, Journal of Research in Rural Education 7(2), 3–12.

Rights: Copyright