Tag: multi-age

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively. While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country? As outlined in all of the strategies for ending grade retention and social promotion considered so far, there is a need for substantial and systemic change, not just …

Continue reading “Pass or Fail: Multi-Age Classrooms — The Verdict”

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively. While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country? In a lot of ways, multi-age classroom options in our schools make a lot of sense, and research backs that up. Like any part of the educational puzzle, …

Continue reading “Pass or Fail: Obstacles in Multi-age Classroom Development”

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively. While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country? Change within classrooms isn’t best spearheaded by teachers, or administrators, or researchers. Change takes place when parents put their support behind it. According to some researchers, parents are …

Continue reading “Pass or Fail: Parents’ Role in Multi-Age Classroom Development”

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively. While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country? How can the contemporary pass-fail classroom setup transition to one that accommodates different ages and ability levels? Paula Carter teaches in a multi-age classroom at Rita Cannan Elementary …

Continue reading “Pass or Fail: Multi-Age Classroom Development Recommendations”

In this multi-part series, I provide a dissection of the phenomenon of retention and social promotion. Also, I describe the many different methods that would improve student instruction in classrooms and eliminate the need for retention and social promotion if combined effectively. While reading this series, periodically ask yourself this question: Why are educators, parents and the American public complicit in a practice that does demonstrable harm to children and the competitive future of the country? The often idealized model – the model that is more specifically targeted to educational outcomes and the developmental benefit of the child – concentrates on creating a diverse …

Continue reading “Pass or Fail: Multi-Age Classrooms and Mainstream Inclusion”