The prevailing assumption is that a multi-age learning environment allows the learner tointeract with a wide range of students, representing a broad range of cognitive, emotional and social aspects depending on the individual development of each student. Focusing on the school vision of a multi-age elementary school, this study compares and contrasts two models, one Austrian and one in Israel. Firstly, the study presents the views and actions of the students, teachers and the administrative team to better understand the benefits and challenges of the multi-age classroom. Secondly, the study examines the emotional, social and cognitive characteristics that define multi-age education and thirdly, it looks at the teaching and learning processes that are derived from this structure and the connection with significant learning. This study used qualitative research methods (case studies) and triangulation of participants and research tools.
Multi-age, Montessori, significant learning
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About the authors:
Dr. Maya Shalom is a lecturer and pedagogical instructor of science education at Beit Berl College of Education in, Israel.
Dr. Ela Luria is a lecturer and pedagogical instructor of English education at Levinsky College of Education in Tel Aviv, Israel.
Dr. Thomas Schrei is head of International Affairs at University College of Teacher Education of Christian Churches, Vienna, Austria.
Dr. Cahit Shaham is the department head of Primary School Instruction and head of the Center for Math Instruction at Beit Berl College in Israel.