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The Multi-Age School Structure: Its Value and Contributions in Relation to Significant Learning

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Most schools around the world are configured as a single-age structure, according to their chronological age. Based on a case study of one Israeli school, this article seeks to present the value and contributions of a multi-age structuring relation to significant learning experiences. The findings of this article show that the multi-age structure allows for student mobility in cognitive, social and emotional aspects according to their developmental age, not their chronological age. In addition, the teaching-learning processes derived from this structure such as adaptive and mediated teaching and peer learning are found as significant learning motivators.
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Keywords: multi-age school; pedagogy; significant learning

Document Type: Research Article

Publication date: June 1, 2019

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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