 | Multi-Grade Teaching - A review of research and practice - Education research paper No. 12 (DFID, 1994, 63 p.) |
 |  | (introduction...) |
| | Occasional papers on education |
| | Acknowledgements |
|  | Chapter 1 - Multi-grade teaching: Concept and status |
| | (introduction...) |
| | The persistence of the multi-grade reality towards the close of the twentieth century |
| | The gap between the multi-grade reality, teacher education and curriculum assumptions |
| | Chapter 2 - Lessons from developing countries |
| | (introduction...) |
| | Zambia: Teacher education and support for multi-grade schools |
| | Peru: Indigenous schools |
| | Sri Lanka: Approaching multi-grade via multi-level teaching |
| | The impact system of mass primary education |
| | Conclusion |
| | Chapter 3 - Research evidence on the effects of multi-grade teaching |
| | (introduction...) |
| | Cognitive outcomes |
| | Non-cognitive outcomes |
| | The costs of multi-grade |
| | Chapter 4 - Implications for the practice of multi-grade teaching and further research |
| | (introduction...) |
| | National level |
| | Regional/district level |
| | Teacher/classroom level |
| | Bibliography |
| | Annotated bibliography |
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