Multiage Education and Student Perceptions

Abstract

This thesis was designed to explore my growing curiosity about students' perceptions of their reading development within my multiage classroom. I looked at multilevel reader' s theater groups to explore perceptions of reading development in multiage classrooms. This multiage grouping occurred twice a week for five weeks. In order to answer this research question, I used interviews and observations. Some students were videotaped and others were in a group that I observed. My analysis led to themes and patterns pertaining to help; specifically, the types of help, the ways in which older and younger students offer help, and how students construct standards and norms for helping. I found that students in my particular multiage classroom have positive perceptions of their reading development regardless of reading ability or traditional grade level.