Angela Little
January 1995
Serial No. 12
Overseas Development Administration
Occasional papers on education
Chapter 1 - Multi-grade teaching: Concept and status
The persistence of the multi-grade reality towards the close of the twentieth century
The gap between the multi-grade reality, teacher education and curriculum assumptions
Chapter 2 - Lessons from developing countries
Zambia: Teacher education and support for multi-grade schools
Peru: Indigenous schools
Sri Lanka: Approaching multi-grade via multi-level teaching
The impact system of mass primary education
Conclusion
Chapter 3 - Research evidence on the effects of multi-grade teaching
Cognitive outcomes
Non-cognitive outcomes
The costs of multi-grade
Chapter 4 - Implications for the practice of multi-grade teaching and further research
National level
Regional/district level
Teacher/classroom level