This book, based on original research, explores the challenges and opportunities in multigrade teaching in Colombia, England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and Caicos Islands, and Vietnam. It raises awareness among policymakers and practitioners in education of the realities of multigrade classes. Moreover, the book explores the implications for teachers, teacher educators, curriculum developers, and educational planners.
Presents original and systematically conducted field research that identifies the challenges and the opportunities posed by multigrade teaching
Raises awareness among educational policymakers and practitioners worldwide of the realities of multi-grade classes
Concludes with a checklist of policy questions designed to increase awareness and increase support for learners and teachers in multigrade classes