Abstract
Most schools around the world are configured as a single-age structure, according to their chronological age. Based on a case study of one Israeli school, this article seeks to present the value and contributions of a multiage structuring relation to significant learning experiences. The findings of this article show that the multi-age structure allows for student mobility in cognitive, social and emotional aspects according to their developmental age, not their chronological age. In addition, the teaching-learning processes derived from this structure such as adaptive and mediated teaching and peer learning are found as significant learning motivators.
| Original language | English |
|---|---|
| Pages (from-to) | 5-21 |
| Number of pages | 17 |
| Journal | Educational Practice and Theory |
| Volume | 41 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jun 2019 |
Bibliographical note
Publisher Copyright:© 2019 James Nicholas Publishers.
Keywords
- Multi-age school
- Pedagogy
- Significant learning