@article{miller_are_1995,
	title = {Are {Multi}-{Age} {Grouping} {Practices} a {Missing} {Link} in the {Educational} {Reform} {Debate}?},
	volume = {79},
	issn = {0192-6365},
	url = {https://sci-hub.st/https://doi.org/10.1177/019263659507956805},
	doi = {https://doi.org/10.1177/019263659507956805},
	abstract = {The realities of child development defy efforts to categorize children's abilities and attainments within the conventional graded structure. Pupil readiness varies, and children progress in all subjects at different rates. The development of multiage or cross-age groupings, sometimes coordinated with youngsters in tutoring programs, has produced promising outcomes, especially in the affective and social skills areas. (26 references) (MLH)},
	language = {eng},
	number = {568},
	journal = {NASSP Bulletin},
	author = {Miller, William},
	month = feb,
	year = {1995},
	keywords = {Change Strategies, Child Development, Elementary Secondary Education, Flexible Progression, Individual Differences, Mixed Age Grouping, Peer Teaching, School Readiness, Socialization, Tutors},
	pages = {27--32}
}

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