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Teacher Education  \n\n| Volume 44 | Issue 5 | Article 2 |\n| --- | --- |\n\n2019  \nMultiage Education: An Exploration of Advantagesand Disadvantages through a Systematic Review of the Literature  \nMichelle Ronksley-Pavia  \nGriffith University, m.ronksley-pavia@griffith.edu.au  \nGeorgina M. Barton  \nUniversity of Southern Queensland, [georgina.barton@usq.edu.au](georgina.barton@usq.edu.au)  \nDonna Pendergast  \nGriffith University, d.pendergast@griffith.edu.au  \nRecommended Citation  \nRonksley-Pavia, M., Barton, G. M., & Pendergast, D. (2019). Multiage Education: An Exploration of Advantages and Disadvantages through a Systematic Review of the Literature. Australian Journal of Teacher Education, 44 (5).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss5/2](https://ro.ecu.edu.au/ajte/vol44/iss5/2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss5/2](https://ro.ecu.edu.au/ajte/vol44/iss5/2)  \nAustralian Journal of Teacher Education  \nMultiage Education:  \nAn Exploration of Advantages and Disadvantages through a Systematic Review of  \nthe Literature  \nMichelle Ronksley-Pavia  \nDonna Pendergast  \nGriffith University  \nGeorgina Barton  \nUniversity of Southern Queensland  \nAbstract: This systematic quantitative literature review explores  \nexistent empirical studies with an interest in multiage education in  \nsmall school settings, with a specific focus on curriculum and  \npedagogy. Database searches were methodically conducted across six  \ndata bases. The inclusion criteria specified the need for empirical  \nresearch, and publication dates ranged from 1997 to 2017. The article  \nbegins by setting the scene for the systematic review, exploring  \nhistorical and international practices related to multiage complexities  \nand terminology. Curriculum and pedagogical practices are explored  \nto identify key advantages and disadvantages associated with a  \nmultiage approach in small school contexts.  \nIntroduction  \nThis systematic literature review aims to provide robust information about multiage education. It specifically shares information about curriculum and pedagogy, including advantages and disadvantages related to multiage education in small school settings. In order to conduct a systematic quantitative literature review about multiage education to establish an understanding of the phenomenon, it is crucial to clarify terminology being used in the field. The literature reveals a number of terms and definitions being used to describe and discuss multiage schooling. These terms include multi-age (multiage), multigrade (multigrade), composite classes, stage classes, mixed-grade/age classes, non-graded schooling, and multi-classes, which confound research in this area. Cornish (2010) defines multiage as referring to any kind of mixed grade class usually created by philosophical choice. Classes of mixed age students are where “traditional grade designations do not apply”(Mulryan-Kyne, 2007, p. 501). Whereas multi-grade classes are usually created through necessity, for example low school enrolments. For the purpose of this article the term multiage classes is preferred as it is principally used in the literature in referring to a class formed by philosophical choice (Cornish, 2010), on the foundation of philosophical predilection of nongraded, non-age-based classes. We argue that alongside multiage education lies significant implications for curriculum and pedagogy that educators need to carefully consider in contexts such as small schools. This includes whether or not multiage would be beneficial or detrimental in different environments such as those circumscribed by, for example, culture and/or geography.  \nSystematic Quantitative Literature Review Methodology  \nSystematic quantitative literature review (SQLR) methodology is a method that systematically explores existent research literature to “produce a structured quantitative summary of the field”  \nVol 44, 5, May 201","cbCaiaJ3GpEQQGah","https://ap.wps.com/l/cbCaiaJ3GpEQQGah","pdf",295317,"English","# Abstract\n# Introduction\n## Terminology and definitions\n## Implications for curriculum and pedagogy\n# Systematic Quantitative Literature Review Methodology\n## Search strategy and databases\n## Inclusion and exclusion criteria\n# Results (truncated)","[{\"question\":\"What is the main purpose of the study on multiage education?\",\"answer\":\"The study provides robust information about multiage education, with particular focus on curriculum and pedagogy, including advantages and disadvantages in small school settings.\"},{\"question\":\"How were relevant studies selected for the systematic quantitative review?\",\"answer\":\"The review conducted database searches across six databases and used inclusion criteria requiring empirical research, with publication dates from 1997 to 2017.\"},{\"question\":\"Why does the article discuss terminology such as multiage, multigrade, and composite classes?\",\"answer\":\"It clarifies how different terms and definitions in the literature can confound research, and explains why the article prefers the term multiage classes for philosophical choice rather than necessity.\"}]","Multiage Education - An Exploration of Advantages and Disadvantages through a Systematic Review of the Literature | PDF",1792078047,48]