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close this bookMulti-Grade Teaching - A review of research and practice - Education research paper No. 12 (DFID, 1994, 63 p.)
View the document(introduction...)
View the documentOccasional papers on education
View the documentAcknowledgements
close this folderChapter 1 - Multi-grade teaching: Concept and status
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View the documentThe persistence of the multi-grade reality towards the close of the twentieth century
View the documentThe gap between the multi-grade reality, teacher education and curriculum assumptions
close this folderChapter 2 - Lessons from developing countries
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View the documentZambia: Teacher education and support for multi-grade schools
View the documentPeru: Indigenous schools
View the documentSri Lanka: Approaching multi-grade via multi-level teaching
View the documentThe impact system of mass primary education
View the documentConclusion
close this folderChapter 3 - Research evidence on the effects of multi-grade teaching
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View the documentCognitive outcomes
View the documentNon-cognitive outcomes
View the documentThe costs of multi-grade
close this folderChapter 4 - Implications for the practice of multi-grade teaching and further research
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View the documentNational level
View the documentRegional/district level
View the documentTeacher/classroom level
View the documentBibliography
View the documentAnnotated bibliography

Occasional papers on education

This is one of a number of Occasional Papers issued from time to time by the Education Division of the Overseas Development Administration. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly but not exclusively those whose work focuses on developing countries.

Each paper is numbered serially, and further copies can be obtained through the ODA's Education Division, 94 Victoria Street, London SW 1E 5JL, subject to availability.

Although these papers are issued by the ODA, the views expressed in them are entirely those of the authors and do not necessarily represent the ODA's own policies or views. Any discussion of their content should therefore be addressed to the authors and not to the ODA.