| The central purpose of this research was to develop a deeper understanding of the dynamics and demands of teaching in a combined-grade classroom through a case study of one elementary combined-grade teacher in a large urban district. Previous research addressed the beliefs of teachers, administrators, and parents towards combined-grade classrooms, academic achievement, and personal development of students in combined-grade classrooms. However, little research focused on how teachers organized and planned their work in combined-grade classes.; The primary data for this case study of one teacher's practice were collected throughout a four-month period, through participant interviews, through classroom observations, and through stimulated recall sessions. Analysis of the data focused on the types of teacher planning and the factors that influenced planning which were: teacher beliefs, locating appropriate materials, the need for differentiated instruction, building relationships with students and parents, teacher collaboration, principal support, and professional development opportunities. The teacher's practices in a combined-grade classroom differed somewhat from those she used in a single grade classroom: she used a greater variety of instructional strategies, she spent less time on direct instruction, and she used more group-related strategies such as cooperative learning. The teacher believed that combined-grade teaching required more preparation time, more attention to positive classroom relationships, and more extensive and thorough knowledge of curriculum. Varied learning strategies and approaches, additional materials and resources, effective assessment strategies and excellent organizational skills were also an asset. The teacher also found that promoting positive attitudes towards combined grade classes with parents, students and colleagues was necessary. The teacher expressed concerns about planning instruction in content areas where the curricular expectations were very grade-level specific.; Teachers, administrators, and district personnel need to realize the complexities of teaching in a combined-grade class. They need to consider carefully the requirements for planning and organizing combined-grade classes, including teacher selection, teacher support, class size, information for parents and staff, and curriculum content. |
