Learning Together: A Manual for Multiage Grouping.Learning Together: A Manual for Multiage Grouping. N. Bacharach, R.N. Hasslen, and J. Anderson 1995 Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Corwin Press ISBN ISBN abbr. International Standard Book Number ISBN International Standard Book Number ISBN n abbr (= International Standard Book Number) → ISBN m 0-8039-6266-5 76 pp. $15.00 With the increased attention to issues such as developmentally appropriate practices Developmentally appropriate practice (or DAP) is a perspective within early childhood education whereby a teacher or child caregiver nurtures a child's social/emotional, physical, and cognitive development by basing all practices and decisions on (1) theories of child development, (2) , alternative assessment and homogeneity Homogeneity The degree to which items are similar. in the classroom, the concept of students' placement in classes based solely on age and/or ability has come under scrutiny. One response to this has been the concept of multiage grouping. Multiage grouping is the purposeful placement of students in classes so that the age span of the class is greater than one year. Bacharach, Hasslen and Anderson have taken an interesting approach to dealing with this paradigm. Though the authors self define their book as a manual, if one expects to read a little book of instructions that will expedite immediate operation of such a program (as is the purpose of a manual), that is not what you will encounter. The book is divided into six chapters, each chapter beginning with a case study. The case studies, although often a bit contrived, are focused on the audiences for which this book is intended: teachers, administrators and parents. Chapters deal with such issues as the definition and history of multiage grouping, educational theories and research supporting multiage grouping, multiage program components (including curricular and instructional elements), four different multiage settings and a glimpse of what each program looks like, essentials of initiating a multiage setting, and finally teachers' perceptions of advantages and disadvantages of such a program. A particularly strong chapter is Chapter Five, entitled How do We Get Started?. In this section the authors metaphorically compare initiating a multiage program to cleaning a closet. "Initially, when you open the front door, you see confusion and disarray dis·ar·ray n. 1. A state of disorder; confusion. 2. Disorderly dress. tr.v. dis·ar·rayed, dis·ar·ray·ing, dis·ar·rays 1. To throw into confusion; upset. 2. To undress. . You recognize that it is time to do something about it, but haven't the immediate energy to tackle the entire job .... As you begin to pull everything out of the closet, you find yourself with a bigger mess than before.... Things look worse and you regret ever beginning the cleaning.... Evolving from conventional classrooms to multiage units will necessitate ne·ces·si·tate tr.v. ne·ces·si·tat·ed, ne·ces·si·tat·ing, ne·ces·si·tates 1. To make necessary or unavoidable. 2. To require or compel. some one-step-at-a-time closet cleaning." The graphic organizer Graphic organizers are visual representations of knowledge, concepts or ideas. They are known to help
The audience best served by this book is administrators primarily because the book offers a rationale for a variety of configurations which can be classified as multiage groupings. The configurations are whole school multiage groupings, schools within a school groupings, and multiage class options within a school. Administrators can choose any one of these formats based on what they feel are best for their environment and make it saleable sale·a·ble adj. Variant of salable. saleable or US salable Adjective fit for selling or capable of being sold saleability or US to their constituents. The book also provides administrators with a snapshot of some of the concerns that may potentially be raised in response to implementation of such a program. Administrators will also find the reference section of interest, providing a good variety of literature in the field, not only on multiage grouping, but of other relevant items regarding educational and administrative policy. Those who will benefit least by this book will be parents. Save for the glossary, (which has little appeal to administrators and teachers who are already familiar with the terminology) parents may find the distinct options and pedagogy of multiage grouping confusing and not of assistance in clarifying their understanding of this paradigm. Hence, when reading this book remember, while the articulation of multiage grouping will be facilitated as a result of this reading, implementation will bring back memories of the last time you tackled cleaning out your closets. Reviewed by Patricia Lambert, principal of Hunter College Hunter College: see New York, City University of. Elementary School elementary school: see school. , a school for gifted students in New York City New York City: see New York, city. New York City City (pop., 2000: 8,008,278), southeastern New York, at the mouth of the Hudson River. The largest city in the U.S. , which has multiage grouping. |
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