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This paper presents the results of a research project whose main purpose is to analyse the concept of multigrade teaching resources and the teaching materials used by teachers in rural schools, in particular the role of textbooks. The use and dimensions of teaching materials are studied in order to promote inclusion and learning in multigrade classrooms with children of different ages mixed together. The present systematic review aims to identify and analyse all of the research papers published internationally on teaching resources in rural schools for the Web of Science and Scopus databases (from 1992 to 2021) and Google Scholar (between 2010 and February 2021). Due to the dearth of publications focused on the topic of study, the reviewed articles have broad inclusion and exclusion criteria. This gives relevance and an innovative character to the research, allowing us to objectify the state of the question on multigrade didactic materials and their relation to teaching-learning processes. From a total of 332 research papers in the field of rural multigrade teaching identified for further analysis, only papers that met the inclusion and exclusion criteria and passed all phases of the PRISMA flow diagram were used (N = 33). Some research publications contributed to identifying opportunities and needs, and to suggesting criteria to be taken into account for the selection and creation of materials to promote inclusion and active learning methodologies. The first results show the need to create one’s own materials that analyse the reality of these schools, as well as the need to personalise and adapt printed or digital textbooks and other teaching materials in order to involve the students actively in the learning process and to respond to the needs of rural students in multigrade classrooms.

This study aims to analyze the graphical comprehension of 5th and 6th grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4).

Multigrade classrooms represent a widely extended educational modality in rural contexts and territories with low demographic density. This organizational model, in which a single teacher serves students from different levels in the same space, poses particular challenges but also significant pedagogical opportunities. In this systemic literature review, a total of 40 international studies were analyzed according to the PRISMA guidelines, published between 2019 and 2024 in databases such as Scopus and ERIC. The objective of this analysis is to identify the main organizational and methodological approaches, as well as the strengths and weaknesses, associated with teaching in multigrade contexts. This systematic review has been prospectively registered in the Open Science Framework (OSF) under registration number: 64rsu. A qualitative thematic analysis was employed to organize the results into five categories: organizational models, pedagogical practices, teacher training, impact on learning, and school-community links. The findings underscore the efficacy of this model in promoting educational inclusion, cooperative learning, and curricular contextualization. Nevertheless, they also underscore the necessity for specific teacher training and support policies. This review offers a comparative and critical perspective that has the potential to inform the development of more effective pedagogical and training strategies in a range of educational settings.

This study aims to evaluate a curriculum designed for a course as “Teaching in Multigrade Classrooms” available in pre-service teacher education by using participatory evaluation approach. The case study, one of the qualitative research designs, was used in the study. The participants of the study consisted of the teacher candidates who studied as the senior students majoring in Primary School Teaching at a state university in the Eastern Mediterranean region and taking the Teaching in Multigrade Classrooms course, and one of the researchers who implemented the curriculum as well as an observer participating in the implementation process of the relevant curriculum. Observation, interview, and document analysis were used to collect data. The data were inductively and deductively analyzed. As a result, it was decided through this study that the curriculum developed was applicable and could meet the requirements emerging in the context of the current situation, contributing to teacher candidates personally and professionally.

The multigrade class setting involves learners from different grades learning together in a single classroom, with their teacher having to cater to, and accommodate, the learners’ diverse learning styles. This article investigates the perceptions of teachers who teach multigrade classes by using cooperative learning as a pedagogical approach. A qualitative research design was used to obtain the views of four multigrade teachers, who responded to the telephonic interviews and open-ended emails used as data-collection instruments. The empirical inquiry employed a convenient purposive sampling of teachers from the Free State province in South Africa. In this study, this study has shown that rural teachers’ voices do matter because they work daily with this reality. They expressed the view that they are professionally competent to teach and adapt the cooperative learning pedagogies to changing circumstances. Further research is needed, using a much bigger sample, which might yield different or more nuanced results regarding multigrade teachers’ views on cooperative learning.

The aim of this study is to identify the main problems that arise in multigrade classrooms. This research was designed as a case study. The data were obtained through interviews and observations. Participants of the study consist of 10 teachers working in multigrade classrooms in a district in the Mediterranean region in Turkey. The data were analyzed by using thematic analysis. As a result of the research, it was found out that the teachers were left alone in the multigrade classrooms and had difficult times. It was determined that they had problems in planning and executing the learning-teaching process, as well as ensuring classroom management. It was also revealed that having the duty of a principal teacher was a heavy burden for teachers and this duty led them to do all kinds of work at schools. It was discovered that the inspections made by the Ministry of National Education did not contribute greatly to teachers. However, parental assistance to teachers in non-educational matters appeared to be the only support for them within their daily workload.

The main aim of this study is to discover the problems faced by teachers about inclusive education in the teaching-learning process in multigrade classes and discuss the possible solutions. The qualitative research approach was used in this study. Also, the criterion sampling method, which is a purposive sampling method, was used in the study. According to the criterion for sample selection, the study enrolled teachers teaching at schools with multigrade classes offering inclusive education. The data was collected through semi-structured interviews and then analyzed by means of content analysis. The study found that the participating teachers did not use materials prepared for students with special needs in the teaching-learning process, that they were not able to implement the group teaching method for students with special needs, that they used individualized teaching methods, and that made adaptations by simplifying learning content for these students. In addition, the study revealed that the participating teachers had problems with the teaching process in inclusion classes, which had a negative effect on the productivity of teaching-learning process. Finally, the study determined that the participating teachers were not able to create an effective collaboration with normally developing children, parents, and other specialized staff for a successful teaching-learning process.

School Construction Strategies for Universal Primary Education in Africa' examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost. It assesses the experiences of African countries with school planning, school facility designs, and construction techniques, procurement and implementation arrangements over the past thirty years. It reviews the roles of the various actors in the implementation process : central and deconcentrated administrations, local governments, agencies, social funds, NGOs, and local communities. Drawing upon extensive analysis of data from over 200 250 projects sponsored by the World Bank and other donor agencies, the book draws lessons on promising approaches to enable African countries to scale up the facilities required to achieve the EFA goals and MDGs of complete quality primary education for all children at the lowest marginal cost.

As in most countries worldwide, Sub-Saharan African countries are striving to build their human capital so they can compete for jobs and investments in an increasingly globalized world. In this region, which includes the largest number of countries that have not yet attained universal primary schooling, the ambitions and aspirations of Sub-Saharan African countries and their youth far exceed this basic goal. Over the past 20 years, educational levels have risen sharply across Sub-Saharan Africa. Already hard at work to provide places in primary schools for all children, most countries of the region are also rapidly expanding access to secondary and tertiary levels of education. Alongside this quantitative push is a growing awareness of the need to make sure that students are learning and acquiring the skills needed for life and work. Achieving education of acceptable quality is perhaps an even greater challenge than providing enough school places for all. Thus, Sub-Saharan African countries are simultaneously confronting many difficult challenges in the education sector, and much is at stake. This book gives those concerned with education in Sub-Saharan Africa an analysis of the sector from a cross-country perspective, aimed at drawing lessons that individual country studies alone cannot provide. A comparative perspective is useful not only to show the range of possibilities in key education policy variables but also to learn from the best performers in the region. (Although the report covers 47 Sub- Saharan African countries whenever possible, some parts of the analysis center on the region's low-income countries, in particular, a sample of 33 low-income countries). Although countries ultimately must make their own policy choices and decide what works best in their particular circumstances, Sub-Saharan African countries can benefit from learning about the experiences of other countries that are faced with, or have gone through, similar development paths. Given the large number of countries included in the analysis, the book finds that Sub-Saharan African countries have more choices and more room for maneuver than will appear if attention were focused on only one or a few country experiences. Countries can make better choices when understanding the breadth of policy choices available to them. They are well advised, however, to evaluate the applicability of policy options to their contexts and to pilot and evaluate the results for performance and subsequent improvement.

The class size of rural elementary schools has changed dramatically so that teachers need to recognize new teaching approaches and transform them to practice. The article focused on the implementation and teaching practice of multigrade class in Japanese rural schools based on literature review and field observations in Japan. The Japanese classrooms make best use of delicate operations in teaching processes to turn the limitations of small classes into advantages. Students had more opportunities for active learning and engaged in thinking process. By working with peer guide, they also enjoyed learning together and independently. Some remarks on Japanese experience were provided in the article for future research and school development