Eda: “The teacher did direct instruction and Q&A, but he could have used some other methods as well. All he did was talk about the topic. The materials were not enough, I mean, he didn’t use enough materials. He couldn’t use many methods and techniques. The downside was that the students had difficulty understanding the lecture. He was the only one who was active during class.”
(Learning-Teaching Activities, Choice of Method/Technique/Approach, Q&A)
As for the second and third sub-questions, there is an inconsistency between the preservice teachers' observations of the multi-grade teachers and the multi-grade teachers' statements about their own performance. The preservice teachers observed that the multi-grade teachers used methods and techniques similar to those they had in their lesson plans. On the other hand, the multi-grade teachers claimed that they used different methods and techniques in their lectures.
Salim: There is nothing good about the principal authorized teacher practice for the teacher. I mean, he has to be in charge of everything; for example, when other teachers are discussing with parents, he has to deal with it as the principal. He is responsible for all the duties of a principal, and on top of that, he has to plan the class and deliver it and deal with all other things about the school, like repairs, paint, and paperwork, and whatnot. As an advantage, he learns how to do filing and draw up a staff absenteeism list, so he learns how to do paperwork.
(Negative, Dealing with Everything at the Same Time)
Table 5 presents the multi-grade teachers' views of the learning-teaching process.
Ayhan: “I mostly present cases in life sciences classes because real-life examples make the students more attentive and make what they learn stick. I show some videos on the smartboard and also use the textbooks. As I said, I use the methods of talking about a case, Q&A, brainstorming, discussion, and discovery learning because they make the students more engaged and the class more productive. I generally use the smartboard, computer, and textbooks.”
(Choice of Method/Technique/Approach Depending on the Topic)
Table 6 presents the metaphors generated by the multi-grade teachers for multi-grade teaching.
Kadir: A multi-grade teacher is like a mother who is a superhero (Doctor, Nurse, Chef, Organizer) because she always takes care of her students. You always have to search for new things and improve yourself.
(Need, Mother)
This study investigated what multi-grade primary school teachers and preservice primary school teachers thought about multi-grade teaching.
Results shows that the preservice teachers could not successfully implement multi-grade teaching because their lesson plans lacked interdisciplinarity and different methods and techniques. This is because “Multi-Grade Teaching” is a theoretical course that lacks activities integrating different age groups and disciplines. In other words, fresh graduates are ill-equipped for multi-grade teaching. Research also shows that students of the faculties of education do not receive adequate training in multi-grade teaching, and therefore, have no idea about it when they enter professional life ( Silva-Peña et al., 2020 ). Moreover, the faculties of education offer little to no training about teaching in rural regions or care less about it than other educational programs ( Checchi & Paola, 2018 ; İzci, 2008 ; Little, 1995 ). The faculties of education in Turkish universities changed “Multi-Grade Teaching” from a core course to an elective course titled “Alternative Education Practices in Primary School” in 2018 ( URL 1 ). However, the new course also falls short of providing an adequate basis for multi-grade teaching. The courses on multi-grade teaching offered by education faculties are insufficient ( İzci et al., 2010 ). Teachers can modify their teaching methods and techniques to overcome this problem and positively change students' learning ( Checchi & Paola, 2018 ). Schools should be supported to develop programs and train their teachers for effective multi-grade teaching ( Colbert, 1999 ). Also, resources should be managed in such a way that schools can employ well-trained multi-grade teachers ( Juvane, 2005 ). However, the multi-grade teachers in this study did not pay much attention to interdisciplinarity and different methods and techniques and instead took refuge in Q&A sessions. This result shows that multi-grade teachers focus on things other than classroom activities and professional development. Multi-grade teachers talk about insufficient physical and technological infrastructure, ineffective communication with students and their parents, and harsh environmental conditions and village life ( Anılan, Kılıç, & Demir, 2015 ; Başer & Karaman, 2015 ; Çapuk & Ünsal, 2017 ; Çıkrık, 2017 ; Demir-Çetin, 2019 ). However, Quail and Smyth (2015) see multi-grade classrooms as settings that allow different age groups and grade levels to learn effectively.
All multi-grade teachers held Q&A sessions and used direct instruction and gave homework assignments (evaluation stage) based on textbooks or activity papers in their classes, regardless of the core course (life sciences, social studies, or natural sciences) even though students in multi-grade classrooms tend to devote all their energy to homework assignments, resulting in passive learning ( Aikman & Pridmore, 2001 ). Unlike our results, Jordaan (2006) states that multi-grade classes allow teachers to make their own decisions about learning-teaching processes and develop and execute their own lesson plans. Mulryan-Kyne (2005) also argues that multi-grade teachers can use different methods and materials and integrate different disciplines (drama, music, physical education, visual arts, etc.) for all grade levels. Msimanga (2020) and Shareefa (2021) state that multi-grade teachers can set up learning stations (reading, mathematics, fine arts, etc.) and make use of customized activities to contribute to students' learning. Haingura (2014) suggests that multi-grade teachers should design creative and engaging in-class activities. The multi-grade teachers in this study performed poorly, probably because they are ill-prepared for classes, know little about new teaching methods, have little time for professional development due to the principal authorized teacher practice, and fail to adopt a multidisciplinary approach to teaching due to the lack of field knowledge. It may also be related to multi-grade teaching practices varying from country to country. However, some studies show that insufficient time and resources prevent multi-grade teachers from performing effective in-class activities ( Abay, 2006 ; Çıkrık, 2017 ; Köksal, 2009 ; Little, 2006 ; Mason & Burns, 1996 ). The multi-grade teachers in this study just checked the annual lesson plans online instead of developing daily lesson plans, which is probably because the Ministry of Education and the faculties of education do not have a joint educational policy or training project for multi-grade teaching ( Kucita et al., 2013 ). Another cause may be that multi-grade teachers have little time to prepare lesson plans because they have to devote a significant amount of time and attention to performing principal authorized teaching. The multi-grade teachers in this study also stated that the principal authorized teacher practice prevented them from performing their profession because they were overwhelmed by workload and administrative tasks they had to tackle at the same time, which earlier studies have also reported ( Göçer, 2014 ; Gönül, 2019 ; Mason & Burns, 1995 ; Mulryan-Kyne, 2004 ; Summak et al., 2011 ; Veenman, 1995 , 1996 ). They regarded multi-grade teaching as a challenging task that required multitasking, and therefore, could not devote enough time to in-class learning-teaching activities. They also argued that undergraduate education was only theoretical. Kucita et al. (2013) also note that multi-grade teachers feel incompetent because they are inadequately trained in multi-grade teaching. Therefore, most teachers have little to no experience in delivering multi-grade classes before they enter professional life. In college, most preservice teachers are trained in single-grade teaching ( Kivunja & Sims, 2015 ; Mulryan-Kyne, 2007 ), which also explains our results. The multi-grade teachers in this study delivered their lectures mostly in a monotonous fashion. The multi-grade teachers and preservice teachers designed similar learning-teaching processes. The preservice teachers repeated the mistakes they criticized the multi-grade teachers for. Training and collaboration can help multi-grade teachers better plan their lessons and stay organized ( Benveniste & McEwan, 2000 ; Seashore-Louis & Marks, 1998 ). However, some of the multi-grade teachers stated that the principal authorized teacher practice helped them learn administrative tasks and gain experience. This result shows that multi-grade teachers are interested in investing in their personal development and careers.
The multi-grade teachers generated the metaphors of “need,” “difference,” and “patience/labor” to describe multi-grade classes, which was similar to earlier studies ( Yener & Atalay, 2018 ).
The following are suggestions based on the results:
For multi-grade teaching training, the faculties of education should offer activities (e.g., teacher agency) that encourage students to develop an interdisciplinary perspective and collaborate. The Ministry of Education and the faculties of education should collaborate to develop applied teacher training programs.
Preservice teachers and multi-grade teachers should plan their lessons together and get professional support to improve different teaching methods. The faculties of education should offer applied courses on multi-grade teaching and collaborate with national education provincial directorates to allow students to put theory into practice.
Multi-grade teachers should get help from preservice teachers to perform multiple tasks at the same time. Preservice teachers should take an internship in schools with multi-grade classrooms to develop teaching skills and reduce multi-grade teachers' workload.
The results of this study are limited to the multi-grade teachers of the village schools in a city in the Eastern Anatolian Region of Turkey and the students of the faculty of education of a university in the same city. Therefore, future studies should focus on teachers and students from different cities and analyze the effects of classroom activities on students.
Ayça KARTAL is Assoc. Prof. Dr. and a faculty member at the department of primary school education in Muş Alparslan University. Her lines of research are related to interdisciplinary education in primary school, social studies education and drama in education.
Elif GÜVEN DEMİR is a doctor and a faculty member at the department of primary school education in Düzce University. Her lines of research are related to elementary mathematics education, primary school teaching and teacher education.
This study was created by developing the paper which was presented in “The European Conference on Educational Research (ECER)” in Geneva (online) between 6 and 9 September 2021.
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Overview of early childhood care and education in malaysia, education for life: some observations and comments, measuring innovation in education with a special focus on the impact of organisational characteristics, scrutinizing algerian efl students’ challenges in research teaching and writing, becoming a teacher in higher education: creating an academic development program to catalyse doctoral students' professionalization, student dropout from universities in europe: a review of empirical literature, the evolution of shadow education in china: from emergence to capitalisation, the role of private tutoring in admission to higher education: evidence from a highly selective university in kazakhstan, a case study of a green flag-certified preschool in sweden, swimming against the tide: comparative lessons from government efforts to prohibit private supplementary tutoring delivered by regular teachers.
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Andreas Schleicher
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Conflict of Interest Andreas Schleicher is a member of the Editorial Advisory Board of Frontiers of Digital Education , who was excluded from the peer-review process and all editorial decisions related to the acceptance and publication of this article. Peer-review was handled independently by the other editors to minimise bias.
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Schleicher, A. Toward the Digital Transformation in Education. Front. Digit. Educ. 1 , 4–25 (2024). https://doi.org/10.1007/s44366-024-0018-7
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University of Maryland President Darryll J. Pines announced Wednesday that he has requested an independent review of his research following accusations that he plagiarized a research paper more than 20 years ago.
The accusations against Pines surfaced Tuesday in The Daily Wire. The article alleges that 1,500 words of a 5,000-word paper co-authored by Pines and published in 2002 were plagiarized from a tutorial website called “Surfing the Wavelets” that was last updated in 1996.
Pines, a professor of aerospace engineering, was already part of the UMD faculty at the time his 2002 paper was published. Pines is the university’s first Black president, appointed in 2020. He is the latest in a slew of higher education officials who have been accused of plagiarism.
“Like many of my fellow higher education presidents and chancellors, I have come under aggressive scrutiny, both personally and professionally,” Pines wrote in an email to faculty Wednesday evening. “While I am steadfast that our results, data and findings are sound, I acknowledge recurrent language in the introductory sections.”
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The Office of Research Integrity will review his work, Pines wrote, and the findings will be shared with Chancellor Jay Perman through the Office of Faculty Affairs in the provost’s office.
“While I do not believe there is merit to these claims, an impartial review is in the best interest of the university,” Pines wrote.
The Banner obtained a copy of the paper, published in the academic journal “Smart Structures and Materials” by the International Society for Optics and Photonics, or SPIE. One section of the paper is nearly identical to a section of the tutorial website. The paper does not cite or reference that website or its author, Joshua Altmann.
Altmann could not be reached for comment Wednesday.
The Daily Wire article also claims that Pines and his co-author, Liming Salvino, reused a large portion of their 2002 paper with the allegedly plagiarized sections for another paper published in 2006.
Salvino, who is an executive in residence in the Department of Civil and Environmental Engineering at Duke University , did not respond Wednesday to a request for comment. Pines said in his email to faculty that he and his co-author immediately reviewed the manuscript when the allegations surfaced.
Jonathan Bailey , an expert who has been studying plagiarism for nearly 20 years, said the uptick in plagiarism accusations over the last year has targeted people of color, in particular. The Daily Wire is a conservative publication associated with national figures who often rail against diversity, equity and inclusion initiatives and specialize in incendiary content.
Often, those allegations are dubious and weak, centered on just a few sentences or poorly rewritten paragraphs, he said. But the accusations against Pines “appears to be one of the stronger” cases.
“Here, we have whole sections of a paper that are near verbatim or verbatim,” Bailey said.
In January, Claudine Gay resigned as Harvard president less than a month after conservative activists alleged that Gay had plagiarized sections of her dissertation in the 1990s; additional accusations aiming at Gay’s body of work later surfaced.
Then in February, Alade McKen, who was in charge of diversity, equity and inclusion at Columbia University’s Irving Medical Center, was accused of plagiarizing in his 2021 doctoral dissertation. And earlier this month, the University of Washington dismissed a plagiarism complaint against Robin DiAngelo, the author of “White Fragility,” who said in a statement to The New York Times that the accusations against her came from activists seeking to discredit progressive scholars who support DEI initiatives.
Though popular plagiarism detector TurnItIn got its start in 1998 , it was not being widely used in the early 2000s, Bailey said. Copying and pasting without attribution was likely more common then, he added, and he doesn’t think Pines’ article was run through any kind of plagiarism checker when submitted to the journal.
“The internet was, at that time, fairly popular, and people were doing research on the internet,” Bailey said. “But you had this overlap where the internet was ubiquitous but plagiarism detection software was not. And that’s kind of where this paper falls.”
A spokesperson for SPIE, which oversaw the journal, said it “considers plagiarism by authors and contributors in any form, to any degree, to be unethical, unacceptable, and a serious breach of professional conduct.”
Bailey said as someone who “cares deeply about plagiarism,” he finds the accusations frustrating for both himself and universities that have to investigate serious allegations even when they come from, as Bailey views it, a place of bad faith.
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Angela Little
Science and Education
Hamed Bakhshi
masriani riani
A B S T R A C T This article describes the teaching strategies used in multi-grade classes in five small rural primary schools in Austria and Finland on the basis of the content analysis of transcribed teacher interviews. Two main types of strategies were identified: practices that (1) aim to reduce or (2) capitalize on students' heterogeneity. The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
Journal of Educational Leadership and Policy Studies (JELPS)
Pınar ÇAKIR
The purpose of this qualitative, phenomenological research was to gather primary school teachers' views regarding multi-grade classrooms in detail. Data was collected during the first semester of the 2019-2020 school year from 20 primary school teachers in Izmir, Turkey who taught in multi-grade classrooms in the past. The snowball sampling method was applied. Semistructured interviews with seven open-ended questions, developed by the researchers basing on the related literature, were used. The content analysis technique was applied during the analysis. MAXQDA-18 was used to organize, code, and analyze the data.
IJAR Indexing
Teaching is an imperative device used for guideline in various circumstances. It is the method for correspondence received in a dynamic and solid environment. Teacher is likewise the coordinator of learning circumstances and transmits science to social community. Some time teacher might be called as a pioneer who assumes a part to change the awful standards of society into the great one. For his past encounters they offer information to understudies and make the establishments of country. Teachers are extraordinary wellsprings of learning, thriving and edification to which anybody can be profited for entire life. They serve as the genuine light in every body\'s life as they help the understudies to make their courses in the life. The aim of present study is to investigate the effects of multi-grade teaching and learning at primary level schools. The objectives of the study were: 1) To find out the effects of multi-grade teaching and learning in primary schools. 2) To find out which method is easy for learning outcome of students in primary school. 3) To discover in which method students can improve their grade and develop their social skills. The descriptive survey method was used in study. The target population was comprised of One thousand five hundred and seventy six (five hundred and thirty one male one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers (both male and female), two teachers from each government primary schools were selected. Research questionnaire was developed on likert scale for gathering the data on the basis of teacher?s perception on the organizational effects of multi-grade teaching and learning. The collected data were analyzed through SPSS 21. The score of responses were tabulated in to the frequencies and represented in percentage, mean values the standard deviation and chi square test were performed. The results and findings of the study reveal that the majority of 70% teacher?s perception regarding the student learning in multi-grade teaching strategies is statistically low indication.
Ghulam Ul Haq
This thesis is written by a PhD scholar Ghulam Nasir-ul-Haq who has done his PhD from Northern University, Nowshera in 2017.
In this modern age when the world is discovering life on Marse, the educational system is key point to success for every nation of the world. Any nation which does not follow modern and partially good teaching techniques will not be contending the rest of world. The teaching profession is considered as the best and perfect duty in the world as they give caring obligation to shape somebody\\\'s life. Before going to the classroom, a great teacher guarantees his/her objectives of training on regular routine. Each teacher has diverse characteristics of showing their understudies. They change in their insight, abilities, and mentalities in showing particular subjects. They attempt their best and do all endeavors in helping us to accomplish our objectives in life. The aim of present study is to investigate and compare the effectiveness of multi-grade teaching with that of mono-grade teaching at primary level. The objectives of research study were: (1) To find out the effectiveness of multi-grade teaching. (2) To find out the effectiveness of mono-grade teaching. (3) To compare the effectiveness of multi-grade teaching with that of mono-grade teaching. It was descriptive comparative survey research study. The population was comprised of one thousand five hundred and seventy six (five hundred and thirty one male and one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers from government primary schools was taken. Two teachers from each school were selected for the study interest by convenience sampling technique. Research questionnaire was developed on likert scale for teacher?s perception on the organizational effectiveness of multi-grade teaching and for perception of teachers on the effects of mono-grade teaching. The collected data were analyzed through SPSS 21 and Minitab 14. The score of responses were tabulated in to the frequencies and represented in percentage. Z test was performed for equality of two proportions, the results were significant, which means that the effect of two teaching methodologies on student?s learning is not equal and majority of teachers are supporting to mono-grade method of teaching.
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The Australian and International Journal of Rural Education
Linley Cornish
Francis Alexa Go
ECER 2021. EERA
Blas González Alba
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Nicole Blum , Angela Little
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The research, led by dr bibhas ranjan majhi, associate professor, department of physics at iit guwahati, and dr partha nandi of the university of stellenbosch, south africa, focuses on gravity-induced entanglement (gie). their work aims to understand how gravity behaves at incredibly small scales, such as those of atoms and subatomic particles, where existing theories start to unravel..
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In a groundbreaking collaboration, researchers from the Indian Institute of Technology Guwahati and the University of Stellenbosch, South Africa, are delving into one of the most profound mysteries in physics — the quantum nature of gravity.
The research, led by Dr Bibhas Ranjan Majhi, Associate Professor, Dept. of Physics at IIT Guwahati, and Dr Partha Nandi of the University of Stellenbosch, South Africa, focuses on gravity-induced entanglement (GIE). This phenomenon has the potential to bridge two of the biggest pillars of modern science: general relativity and quantum mechanics. Their work aims to understand how gravity behaves at incredibly small scales, such as those of atoms and subatomic particles, where existing theories start to unravel.
This research has far-reaching implications. If gravity-induced entanglement can be detected using gravitational wave detectors, it could provide the first evidence that gravity operates at a quantum level. Such a discovery could unlock other cosmic mysteries, such as the nature of dark matter and dark energy — two enigmatic components that make up most of the universe but are still poorly understood.
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This study examines the classroom strategies of the ten multigrade teachers of East district of Tukuran, Zamboanga del Sur, Philippines. The research environment has numerous remote elementary schools. It has six multigrade schools in which all teachers were handling two grade levels. The primary data collection method used is a semi-structured ...
Multigrade classes offer a unique learning experience in which students of different ages learn together, thus fostering a sense of community and collaboration (Mathot, 2001). Teaching multigrade ...
The rationale for multigrade classes can also be based on the pedagogical concept of multiaging. In multiage classes, students are taught according to their developmental stage (Cornish, 2006b ...
Multi-grade teaching refers to the teaching of students of different ages, grades and. abilities in the same group. It is referred to variously in the literature as 'multilevel', 'multiple class ...
Towards an international research and policy agenda. Much of the foregoing paper points to the need for further systematic research on multigrade teaching and an intensification of the dissemination of good policy and practice in multigrade teaching, especially in developing countries. 5.1. Context-relevant questions.
The risk of just providing multigrade schools, with no account taken of class size, support for the teacher or quality teaching, is that multigrade teaching can be viewed as "a panacea for the problems of large class sizes and teacher shortage" (Little, 2004: 120). In this sense, the shift in focus to quality schooling is a welcome one.
This is a review of multigrade research and practice written by Angela Little (1995). We have received copyright permission from the author to post this material. The original text can be obtained from the Department for Overseas Development by contacting. [email protected].
Msimanga, M. R. 2020 South Africa Qualitative Journal Article A heavy workload due to teaching multiple grades and subjects across different phases simultaneously. Teachers often lack training and support specific to multigrade teaching. Unfair allocation of human resources in multigrade classrooms. Subject advisors or learning facilitators who ...
in Multigrade Classrooms Evidence from the Los Angeles Unified School District LOUIS T. MARIANO, SHEILA NATARAJ KIRBY WR-685-IES June 2009 Prepared for the Institute of Education Sciences P A P E R This product is part of the RAND Education working paper series. RAND working papers are intended to share researchers' latest findings
The research results have implications for multigrade teachers, government education personnel, and university teacher educators. The book also contains chapters with practical advice for multigrade teachers, including examples of multigrade teaching used in an Australian seven-grade class (kindergarten to grade 6).
The paper begins with an examination of research findings on multigrade teaching. Comparisons are made between multigrade and single-grade classes in terms of outcomes and teaching practices. The importance of effective teacher education in both contexts is highlighted.
in multigrade settings regard the multi-grade classroom as inferior to the better-resourced mono-grade classroom found in large, urban schools, staffed by trained teachers (Little, 2006). In the context of Philippine implementation of multigrade teaching, a similar concern is experienced by
The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
negatively affected by placement in a multi grade classroom, especially for grade 3. 3. If one is contemplating combining classes, the average/high-achievingstudents appeared to be the best configuration for all grades in reading and for grades 4, 5, and 6 for math. 4 Multigrade Instruction Rule's (1983) research does not yield informa
Education Research Paper. 1995 • Angela Little. Download Free PDF View PDF. Research Article. Challenges faced by classroom teachers in multigrade classrooms: A case study. 2021 • baris kalender. ... experiences with multi-grade teaching in the 2018-2019 academic year. The sample consisted of 17 fourth-year students in the department of ...
Multi-grade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as 'multilevel', 'multiple class', 'composite class', 'vertical group ',' family classes, and, in the case of one-teacher schools, 'unitary schools'. It is to be distinguished from ...
75-7099) 2Ministry of National Education, Turkey (ORCID: 0000-0002-4336-3253)The aim of th. s study is to identify the main problems th. t arise in multigrade classrooms. This research was designe. as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working.
Abstract This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018-2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multi-grade teachers from 12 schools in Turkey. The preservice teachers and multi-grade ...
The results of the study informed that the classroom strategies of. multigrade teachers include: Classroom Management, Collaborative Learning, Using Differentiated Instruction, Connecting the ...
This article presents a vision of what the digital transformation in education could look like and what some of its benefits and challenges are. It argues that digital technology, including artificial intelligence (AI), could improve the effectiveness and quality of education by personalizing education, by making it more inclusive and equitable, and by improving the cost-efficiency of the ...
The technological framework of smart education is described, its potential applications, and the use of AI technology in personalized education are emphasized, including learning situation analysis, implementing personalized instruction, personalized teaching management. Smart education uses advanced information technology, combined with educational theories and teaching methods, to achieve ...
The paper (i) explores the meaning of the term multigrade teaching in developing and industrialised countries and identifies a range of conditions under which it arises; (ii) synthesises knowledge of the practice of and research on multigrade teaching; and (iii) proposes an international agenda for future research on and dissemination of policy ...
The review follows accusations that University of Maryland President Darryll Pines plagiarized a research paper more than 20 years ago. ... He is the latest in a slew of higher education officials who have been accused of plagiarism. "Like many of my fellow higher education presidents and chancellors, I have come under aggressive scrutiny ...
The aim of present study is to investigate the effects of multi-grade teaching and learning at primary level schools. The objectives of the study were: 1) To find out the effects of multi-grade teaching and learning in primary schools. 2) To find out which method is easy for learning outcome of students in primary school.
Multi-grade teaching is a system of keeping students of two or more classes in the. same class depending on the level of the students. This type of teaching system is very useful in schools where ...
The research, led by Dr Bibhas Ranjan Majhi, Associate Professor, Department of Physics at IIT Guwahati, and Dr Partha Nandi of the University of Stellenbosch, South Africa, focuses on gravity-induced entanglement (GIE). Their work aims to understand how gravity behaves at incredibly small scales, such as those of atoms and subatomic particles, where existing theories start to unravel.
PDF | The paper evaluates the implementation of the The Multigrade Education Program in the Philippines | Find, read and cite all the research you need on ResearchGate