Implementation and Support Measures for Mixed-age Teaching in Elementary and Junior High Schools: A Multiple Case Study

Abstract

As a result of low birth rate and population decline, mixed-age teaching is critical for accommodating the needs of classes with fewer students and for effectively integrating and utilizing school resources to provide students with adaptive learning opportunities. Through literature analysis, classroom observations, and interviews, the underlying reasons for mixed age teaching, methods of implementation and support measures employed by schools are explored. The findings of this study are as follows: 1) The justifications for mixed-age teaching are based on educational philosophy and practical considerations; 2) mixed-age teaching is implemented through four approaches; namely, inquiry-based instruction, team teaching, cooperative learning, and differentiated instruction; and 3) measures for supporting mixed-age teaching can be analyzed and discussed from three aspects: teachers’ professional development, curriculum planning, and school administration support. Overall, implementing mixed-age teaching requires further support on aspects of pre-service teacher education, professional development, curriculum planning, teaching implementation, and administrative measures. Studies on mixed-age teaching in elementary and junior high schools in Taiwan are preliminary. The results of the studies may assist the educational research community in understanding and implementing mixed-age teaching.

Keywords

• cooperative learning
• differentiated instruction
• inquiry-based instruction
• mixed-age teaching
• team teaching
• low birth rate