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Multi-age educational programs: Are parents more informed of their children's schooling and educational progress?
Abstract
The purpose of this study was to determine whether parents of children who have been involved in multi-age educational programs are more informed about the educational progress of their children than parents whose children have been involved in traditional graded programs. Restructuring of education is occurring. The way it occurs must make a positive difference in the lives of all school children. Multi-age educational programs appear to have numerous benefits. This study questioned whether one of these benefits is that parents have more information of their children's progress when they participated in multi-age educational programs. A literature-based survey instrument was mailed to parents of fifty children who have been involved in a traditional educational program for third through fifth grades and to parents of fifty children who have been involved in a multi-age educational program for grades three through five. All subjects were in a single school district located in Lincoln, Nebraska. The significance of this study is its potential usefulness to different groups: state departments of education, public schools, school administrators, teachers, parents, higher educational teacher training programs, those involved and/or interested in school restructuring, and researchers.
Subject Area
Elementary education|Curricula|Teaching
Recommended Citation
Sack-Hedrick, Mary Magdalene, "Multi-age educational programs: Are parents more informed of their children's schooling and educational progress?" (1998). ETD collection for University of Nebraska-Lincoln. AAI9839147.
https://digitalcommons.unl.edu/dissertations/AAI9839147