An Analysis of Strategies Used by Teachers to Foster Independent Learning in Multigrade Classrooms

Abstract

This thesis constitutes a study of a small primary school in the state of New South Wales, Australia, in the year 2007. It follows a qualitative framework, using a case study methodology with data gathered from interviews, observations, and video observations. it addresses the issue of independent learning in multigrade classrooms. The results illustrate that specific strategies can be successfully utilised to foster the development of independent learning among primary age students. Consequently, a model for fostering independent learning in multigrade classrooms has been developed as a guide to help improve teaching practice and pre-service teacher education.