EDUCATION FOR ALL AND MULTIGRADE TEACHING
Multigrade teaching poses a challenge to learning. Millions of learners worldwide are taught by teachers who, at any one time, are responsible for two or more school grades/years. These are the invisible multigrade teachers who struggle to provide learnin
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EDUCATION FOR ALL AND MULTIGRADE TEACHING
Education for All and Multigrade Teaching Challenges and Opportunities
Edited by
ANGELA W. LITTLE Institute of Education , University of London, U.K.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-13 ISBN-10 ISBN-13
1-4020-4590-5 (HB) 978-1-4020-4590-5 (HB) 1-4020-4591-3 (e-books) 978-1-4020-4591-2 (e-books)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com
Printed on acid-free paper
All Rights Reserved © 2006 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.
ACKNOWLEDGEMENTS I wish to acknowledge support from the UK Government’s Department for International Development (DFID) for the funding of several of the research projects reported in this book and their dissemination through conferences and seminars. I also thank DFID for its support for the establishment and maintenance of the website on Learning and Teaching in Multigrade Settings (LATIMS) that accompanies this book (www.ioe.ac.uk/multigrade). I thank a number of persons and institutions who have collaborated with us over several years, including Carmen Montero and the Instituto de Estudios Peruanos, Lima; M.Sibli and the National Institute of Education, Colombo; N.H. Chau of the National Institute of Education Sciences, Hanoi; Kate Owen of the British Council, Hanoi; and H. Bhajracharya of the Research Centre for Educational Innovation and Development, Kathmandu. Most of all I thank the many students who welcomed us into their classes and their teachers with whom we spent many hours talking and reflecting on the challenges and opportunities of multigrade teaching. I am also grateful to Brigid Hamilton-Jones for her copy editing of the text and Chris Purday and Abdul Mukith for translating photographs from many sources into a common format. Photo credits are due to the Fundación Escuela Nueva Volvamos a la Gente and to the contributors to this book. Finally, and on behalf of all contribution, I thank our respective institutions for the time to make visible the largely invisible, marginalised and widespread phenomenon of learning and teaching in multigrade settings.
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CONTENTS Acknowledgements v List of Contributors xi List of Abbreviations xv List of Plates xix
CHAPTER 1 Education for all: multigrade realities and histories ANGELA W. LITTLE 1 CHAPTER R2 Learning opportunities for all: pedagogy in multigrade and monograde classrooms in the Turks and Caicos Islands CHRIS BERRY 27 CHAPTER R3 A multigrade approach to literacy in the Amazon, Peru: school and community perspectives PATRICIA AMES 47 CHAPTER R4 Multigrade teaching
