PRINCIPALS VIEWS OF COMBINATION CLASSES

In this interview study, principals' (N = 36) views about combination classes were examined, In combination classes-adopted as an organizati onal structure because of inadequate grade-level enrollments-teachers instruct students from 2 or more grades for most or all of the school day (e.g., Grades K-ll 1-2-3, 3-4), These classes are often touted as encouraging developmental practices typically found in non-graded clas ses and as an organizational structure formed because of such pedagogi cal interests as teaming, individualized instruction, and continuous p rogress curriculum. The results showed that the principals generally p refer single grades rather than combination classes; that they view '' combinations'' as leading to diminished curriculum and parent and teac her concerns; and that to ameliorate these constraints, they assign '' effective'' and experienced teachers as well as high-ability and indep endent students to these classes. The principals reported that (a) com bination teachers use a mixed grouping strategy (2 groups for some sub jects, whole-class approaches for others) and (b) integrated and thema tic curriculum, cooperative learning, and small-group instruction are effective in combination classes, Few principals, however, viewed comb ination classes as encouraging more progressive, nongraded practices.