Multiage teachers' beliefs and practices.

This study examines the instructional and organizational practices of multiage teachers in the intermediate elementary grades and the beliefs that guide their practices. Qualitative case study design was used to construct individual portraits and a cross-case analysis of four teachers in multiage classrooms serving students in grades 3 through 5. Data collected via interviews and classroom observations revealed four categories of beliefs to be salient across the cases: differentiated instruction, social collaboration, flexible grouping, and student interest. Other commonalities among the cases included team teaching, a separation by grade level for one content area, and identifying the role of the teacher as a facilitator of the learning process. Also, three of the four teachers had special education backgrounds, and all teachers were instrumental in initiating multiage programs in their districts.