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

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avondale-bepress.context-key12029999
avondale-bepress.submission-paththeses_bachelor_honours/49
avondale.facultyEducation
avondale.reporting.versionPublished Version
avondale.thesis.degreeBachelor of Education (Primary) (Honours) BEd (Primary) (Hons)
avondale.thesis.supervisorJean Carter
dc.contributor.authorStocker, Kelli
dc.date.accessioned2023-11-01T00:26:44Z
dc.date.available2023-11-01T00:26:44Z
dc.date.issued2007-10-01
dc.date.submitted2018-04-26T20:04:52Z
dc.description.abstract<p>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.</p>
dc.identifier.citation<p>Stocker, K. (2007). <em>An analysis of strategies used by teachers to foster independent learning in multigrade classrooms</em> (Bachelor's thesis, Avondale College, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/49/</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/12029999
dc.language.isoen_us
dc.rights<p>A print copy of this thesis is held in the Avondale library (SC Theses 372.11 St6).</p>
dc.subjectindependent learning
dc.subjectteaching
dc.subjectclassrooms
dc.titleAn Analysis of Strategies Used by Teachers to Foster Independent Learning in Multigrade Classrooms
dc.typeThesis

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