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The study highlights mixed-age instruction in multigrade classes in Turkey as a necessity and examines potential benefits for teachers. It provides educators with suggestions to implement multigrade activities more effectively, based on semi-structured interviews.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/re-thinking-multigrade-classrooms-as-an-alternative-educational-environment/602997/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/re-thinking-multigrade-classrooms-as-an-alternative-educational-environment/602997.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are multigrade classrooms considered an alternative educational environment?","Question",{"text":112,"@type":113},"Multigrade classrooms bring mixed age groups together and can better support different learning needs, unlike mainstream settings that may lack diversity and isolate learners from society.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of the study?",{"text":117,"@type":113},"The study aims to offer suggestions to educators for carrying out multigrade classroom activities more effectively and to highlight the advantages of multigrade classroom practices.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the study results obtained and organized?",{"text":121,"@type":113},"Data were collected through semi-structured interviews in the 2020–2021 academic year. 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For this reason, there has always been a search for alternative education models. Mixed age groups are taught together in multigrade classes, which is a primary school practice in Turkey that arises from necessity. Thus, the positive effects of this practice can be benefited from considering the multigrade class practice as an alternative education environment for teachers. This study aims to present suggestions to the educators to help them carry out their multigrade classroom activities more effectively and to draw attention to the advantages of the multigrade classroom practices. 14 pre-service teachers took part in the study as participants. The data were obtained through semi-structured interviews held in 2020-2021 academic year. The results of this study emerged in two different categories as physical arrangements and practice-based arrangements. The participants presented suggestions both for the inside and outside the classroom, and for the decoration and materials and instructional process, the institutional functioning of the school, and the type of communication in the classroom.  \nKeywords: Multigrade schooling; Alternative education; Mixed age; Teacher training.  \nDOI: 10.29329/epasr.2022.442.4  \n1  \nDr., Faculty of Education, Hacettepe University, Ankara, Turkey, ORCID: 0000 0002 9536 1428  \n[Correspondence:](Correspondence: n.kardas@hacettepe.edu.tr)[ n.kardas@hacettepe.edu.tr](Correspondence: n.kardas@hacettepe.edu.tr)  \nIntroduction  \nThe UNESCO Convention Against Discrimination in Education was adopted in 1960, drawing on the articles of the Universal Declaration of Human Rights (1948) that declared the prohibition of discrimination and the right to education for everyone. The term “education” in this convention refers to all types and levels of education and comprises access to education, the quality of education, its standards and the conditions under which it should be delivered. The education system should be sufficiently diverse, inclusive and flexible to meet the learning needs of children from differing socioeconomic backgrounds, which requires the education system to be adaptable (Tomasevski, 2004, as cited in Pigozzi, 2008) . Schools that aim to shape the society around an ideal are obliged to act and provide education in line with the targets set by the central authority. Schools under the strict control of social classes dominated by the state can also be called “mainstream”schools (Kaya & Gündüz, 2015) . The same content, method, and learning environments offered to students from different cultural backgrounds in these schools, as well as the lack of diversity, fail to address different learning needs and isolate learners from the society, labeling them as a “failure”. Therefore, there have always been criticisms, resistances, reactions and quests for alternatives for non-formal school education, which protects, both with its content and functioning, the interests ofthe politically, economically and culturally powerful class (Aksoy, İnce, & Çoban Sural, 2020) . While the literature refers to formal education as \"mainstream\", \"standard/customary\" or \"traditional\", terms such as \"alternative\", \"second-chance\", \"re-participation\" and \"democratic\" are used for schools that are restructured outside of this paradigm (McGregor et al., 2017) . Definition of alternative education varies by learning environments, the reasons why students are placed in these environments, and the content of the education service. The emergence of alternative education, on the other hand, was born out of the need for educational practices that adopt a child-centered approach, ","cbCaicW8VilYGCc6","https://ap.wps.com/l/cbCaicW8VilYGCc6","pdf",268448,"English","# Introduction\n## Alternative education and school diversity\n## Rationale for multigrade classrooms","[{\"question\":\"Why are multigrade classrooms considered an alternative educational environment?\",\"answer\":\"Multigrade classrooms bring mixed age groups together and can better support different learning needs, unlike mainstream settings that may lack diversity and isolate learners from society.\"},{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study aims to offer suggestions to educators for carrying out multigrade classroom activities more effectively and to highlight the advantages of multigrade classroom practices.\"},{\"question\":\"How were the study results obtained and organized?\",\"answer\":\"Data were collected through semi-structured interviews in the 2020–2021 academic year. Findings emerged in two categories: physical arrangements and practice-based arrangements.\"}]","Re-thinking Multigrade Classrooms as an Alternative Educational Environment | PDF",1792095556]