1. Dr. Valerie Ritland & Dr. Myron Eighmy
Best practice strategies that can be used effectively in both graded and non-graded classrooms.
Dr. Valerie Ritland & Dr. Myron Eighmy

2. What is Non-graded Instruction?
Used synonymously with the term multiage instruction
A deliberate classroom organization pattern which does not use grade designations for students
A span of two to four years in a classroom
A flexible system of grouping in which students are allowed to work cooperatively across grade levels.

3. Research Design & Participants
Three Round Delphi Study on Multiage/Non- graded practices in three construct areas:
Teacher strategies and challenges
Student/School Pros/Cons
Training & Resources
Twenty-one Expert Panelists
10 Practitioner Experts with multiage
teaching experience
11 Theory Experts with publications in best practice and/or multiage instruction

4. Key Research Questions
What strategies do multiage teachers use?
What strategies could effectively be used by both graded and non-graded teachers?

5. Data Analysis Consensus to disagree = Mean < 2
Standard Deviation < 1
80% or greater disagree
Consensus to Agree =
Mean > 3
Standard Deviation <1
80% or greater agree

6. Consensus Findings Experts agree:
There is no difference between the recommended class size in multiage verses graded classrooms
It is beneficial to both the student and the teacher to be together for more than one year
Students tend to get along better socially, mentor and act more like a family, in a multiage classroom
Students do as well/better academically in MA site
MA classrooms are less stressful for children because of the reduced fear of failure
Students of all abilities and needs can be successful in a multiage classroom

7. Consensus Findings
Best practice strategies that can be used effectively by both graded/non-graded staff
Room arrangement to support group work and centers not isolated work stations
Flexible grouping for all subjects
Cooperative learning strategies
Learning centers and project areas
Authentic portfolio assessment
Inquiry based learning
Thematic Instruction
Children constructing their own knowledge

8. Consensus Findings Training & Resources:
Teachers should visit another multiage classroom before teaching in their own multiage classroom
Principals, school boards and superintendents should all receive training on multiage history and practices.
Parents should be oriented to multiage history and practices each year, so they know what to expect
It is difficult to find regular training & conferences geared for teachers who work in multiage classrooms.

9. Additional Studies Additional research needed in this area:
What training universities need to provide to prepare future teachers.
How to address when there is not a good “fit” between child and the teacher
How textbooks could be better designed to meet the needs of teachers
Designing on-going training opportunities for multiage teachers