Principals' views of combination classes. Mason, D. A. & Doepner III, R. W. Journal of Educational Research, 91(3):160–172, 1998. ![Principals' views of combination classes [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex In this interview study, principals' (N = 36) views about combination classes were examined. In combination classes—adopted as an organizational structure because of inadequate grade-level enrollments—teachers instruct students from 2 or more grades for most or all of the school day (e.g., Grades K-1, 1–2–3, 3–4). These classes are often touted as encouraging developmental practices typically found in non-graded classes and as an organizational structure formed because of such pedagogical interests as teaming, individualized instruction, and continuous progress curriculum. The results showed that the principals generally prefer single grades rather than combination classes; that they view “combinations” as leading to diminished curriculum and parent and teacher concerns; and that to ameliorate these constraints, they assign “effective” and experienced teachers as well as high-ability and independent students to these classes. The principals reported that (a) combination teachers use a mixed grouping strategy (2 groups for some subjects, whole-class approaches for others) and (b) integrated and thematic curriculum, cooperative learning, and small-group instruction are effective in combination classes. Few principals, however, viewed combination classes as encouraging more progressive, nongraded practices.
@article{mason_principals_1998,
title = {Principals' views of combination classes},
volume = {91},
url = {https://sci-hub.st/10.1080/00220679809597537},
doi = {10.1080/00220679809597537},
abstract = {In this interview study, principals' (N = 36) views about combination classes were examined. In combination classes—adopted as an organizational structure because of inadequate grade-level enrollments—teachers instruct students from 2 or more grades for most or all of the school day (e.g., Grades K-1, 1–2–3, 3–4). These classes are often touted as encouraging developmental practices typically found in non-graded classes and as an organizational structure formed because of such pedagogical interests as teaming, individualized instruction, and continuous progress curriculum. The results showed that the principals generally prefer single grades rather than combination classes; that they view “combinations” as leading to diminished curriculum and parent and teacher concerns; and that to ameliorate these constraints, they assign “effective” and experienced teachers as well as high-ability and independent students to these classes. The principals reported that (a) combination teachers use a mixed grouping strategy (2 groups for some subjects, whole-class approaches for others) and (b) integrated and thematic curriculum, cooperative learning, and small-group instruction are effective in combination classes. Few principals, however, viewed combination classes as encouraging more progressive, nongraded practices.},
language = {eng},
number = {3},
journal = {Journal of Educational Research},
author = {Mason, DeWayne A. and Doepner III, Roland W.},
year = {1998},
pages = {160--172}
}
Downloads: 0
{"_id":"8kSvZGwYHnP6rAZRg","bibbaseid":"mason-doepneriii-principalsviewsofcombinationclasses-1998","authorIDs":[],"author_short":["Mason, D. A.","Doepner III, R. W."],"bibdata":{"bibtype":"article","type":"article","title":"Principals' views of combination classes","volume":"91","url":"https://sci-hub.st/10.1080/00220679809597537","doi":"10.1080/00220679809597537","abstract":"In this interview study, principals' (N = 36) views about combination classes were examined. In combination classes—adopted as an organizational structure because of inadequate grade-level enrollments—teachers instruct students from 2 or more grades for most or all of the school day (e.g., Grades K-1, 1–2–3, 3–4). These classes are often touted as encouraging developmental practices typically found in non-graded classes and as an organizational structure formed because of such pedagogical interests as teaming, individualized instruction, and continuous progress curriculum. The results showed that the principals generally prefer single grades rather than combination classes; that they view “combinations” as leading to diminished curriculum and parent and teacher concerns; and that to ameliorate these constraints, they assign “effective” and experienced teachers as well as high-ability and independent students to these classes. The principals reported that (a) combination teachers use a mixed grouping strategy (2 groups for some subjects, whole-class approaches for others) and (b) integrated and thematic curriculum, cooperative learning, and small-group instruction are effective in combination classes. Few principals, however, viewed combination classes as encouraging more progressive, nongraded practices.","language":"eng","number":"3","journal":"Journal of Educational Research","author":[{"propositions":[],"lastnames":["Mason"],"firstnames":["DeWayne","A."],"suffixes":[]},{"propositions":[],"lastnames":["Doepner","III"],"firstnames":["Roland","W."],"suffixes":[]}],"year":"1998","pages":"160–172","bibtex":"@article{mason_principals_1998,\n\ttitle = {Principals' views of combination classes},\n\tvolume = {91},\n\turl = {https://sci-hub.st/10.1080/00220679809597537},\n\tdoi = {10.1080/00220679809597537},\n\tabstract = {In this interview study, principals' (N = 36) views about combination classes were examined. In combination classes—adopted as an organizational structure because of inadequate grade-level enrollments—teachers instruct students from 2 or more grades for most or all of the school day (e.g., Grades K-1, 1–2–3, 3–4). These classes are often touted as encouraging developmental practices typically found in non-graded classes and as an organizational structure formed because of such pedagogical interests as teaming, individualized instruction, and continuous progress curriculum. The results showed that the principals generally prefer single grades rather than combination classes; that they view “combinations” as leading to diminished curriculum and parent and teacher concerns; and that to ameliorate these constraints, they assign “effective” and experienced teachers as well as high-ability and independent students to these classes. The principals reported that (a) combination teachers use a mixed grouping strategy (2 groups for some subjects, whole-class approaches for others) and (b) integrated and thematic curriculum, cooperative learning, and small-group instruction are effective in combination classes. Few principals, however, viewed combination classes as encouraging more progressive, nongraded practices.},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Journal of Educational Research},\n\tauthor = {Mason, DeWayne A. and Doepner III, Roland W.},\n\tyear = {1998},\n\tpages = {160--172}\n}\n\n","author_short":["Mason, D. A.","Doepner III, R. W."],"key":"mason_principals_1998","id":"mason_principals_1998","bibbaseid":"mason-doepneriii-principalsviewsofcombinationclasses-1998","role":"author","urls":{"Paper":"https://sci-hub.st/10.1080/00220679809597537"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-07-10T05:08:56.702Z","downloads":0,"keywords":[],"search_terms":["principals","views","combination","classes","mason","doepner iii"],"title":"Principals' views of combination classes","year":1998,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}