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The Coalescence of Middle School and Multiage Philosophies

Journal of Multiage Education
Volume 3 Issue 3 (2008)

Abstract: The experiences of teachers were examined during a year-long study into the formation and development of middle school teaching teams operating within purpose-built middle schools in Queensland. All schools in the study had adopted multiage classes within their middle schools. The study involved teaching staff from four middle school (Years 6-9) teaching teams. How these teachers coped with the complexities of multiage classroom practice and the specific pedagogical and curricula innovations involved in the organisational contexts of these newly formed middle schools has raised questions about teacher preparation, teacher induction, and support.

To cite this article: Main, Katherine. The Coalescence of Middle School and Multiage Philosophies [online]. Journal of Multiage Education, Vol. 3, No. 3, 2008: 22-25. Availability: <http://search.informit.com.au/documentSummary;dn=820019413250483;res=IELHSS> ISSN: 1449-4051. [cited 05 Dec 16].

Personal Author: Main, Katherine; Source: Journal of Multiage Education, Vol. 3, No. 3, 2008: 22-25 Document Type: Journal Article ISSN: 1449-4051 Subject: Nongraded schools; Middle schools; Middle school teachers--In-service training; Teachers--Job stress; Peer Reviewed: Yes Affiliation: (1) Griffith University, email: k.main@griffith.edu.au

Database: Humanities & Social Sciences Collection