Research on Tharwa’s current grouping model
Also directly from the DET’s own website I find a variety of research in support of the multi-aged class structure used at Tharwa PS. Quoted directly from Vincent, Susan, Ed. (1999) The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 2: Classroom Organization:
In multigrade instruction, children of at least a two-year grade span and diverse ability levels are grouped in a single classroom and are encouraged to share experiences involving intellectual, academic, and social skills (Goodlad & Anderson, 1987; Katz et al., 1990; McClellan & Kinsey, 1996). Consistency over time in relationships among teachers, children, and parents is viewed as one of the most significant strengths of the multigrade approach because it encourages greater depth in children’s social, academic, and intellectual development. The concept of the classroom as a “family” is encouraged, leading to expansion of the roles of nurturing and commitment on the part of both students and teacher (Feng, 1994; Hallion, 1994; Marshak, 1994).
The potential academic and social implications of the multigrade concept of education are strongly supported by extensive research demonstrating the importance of peers in children’s academic and social development, and by studies of reciprocity theory, which demonstrate the positive effect on child academic and social behavior of sustained close relationships between children and caregivers (Kinsey, 1998; Maccoby, 1992).
The adequate implementation of a multigrade approach to education extends beyond simply mixing children of different grades together. A positive working model of a multigrade classroom allows for the development of academic and social skills as the teacher encourages cross-age interactions through tutoring and shared discovery. Social competence develops for older children out of their roles as teachers and nurturers, and for younger children out of their opportunity to observe and model the behavior of their older classmates (Katz et al., 1990; Ridgway & Lawton, 1969).
Also at DET’s website, a review by Gross (2003) that provides substantive support for the class model provided at Tharwa. The extract below is quoted directly from Gross, M. (2003). To Group or Not To Group: Is THAT The Question? UNSW. Sydney.:
Research-based advantages of grouping by ability:
(1) Ability grouping allows gifted students to progress at their own pace with other students of similar ability.
(2) It permits teachers to offer gifted students methods and materials that are geared to their level of ability and achievement.
(3) It provides a realistic range of competition that challenges and stimulates students. (We recognise the value of realistic and friendly competition in training students who are gifted in sport, athletics and music; academically gifted students should likewise have the opportunity to “stretch themselves” in the company of others of similar ability.)
4) It enhances gifted students’ self-esteem.
(5) Ability grouping leads to a significant drop in underachievement for peer acceptance.
(6) It makes teaching easier and more effective by reducing the range of achievement found in any class.