Multigrade teaching in schools: A Case Study of an Uruguayan Teacher
Description
This dataset originates from a qualitative case study that investigates the pedagogical practices and perceptions of an experienced teacher working in multigrade preschool and primary education classrooms in Uruguay. The study aims to explore how these practices contribute to inclusive education and equity. Data were collected through three in-depth interviews with the teacher, complemented by an analysis of twelve pedagogical documents. The dataset includes thematic content analysis of the interviews and documents, revealing key insights into the teacher's innovative strategies, curricular adaptations, and classroom management techniques in response to emerging challenges. While focused on a single case, the findings highlight the potential of multigrade teaching to foster quality education and meaningful learning through authentic inclusion.
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Steps to reproduce
Below is an outline of the methods, protocols, and procedures used to gather the data, which can guide others in reproducing the research. 1. Case study design: The research utilized a qualitative case study approach to explore multigrade teaching within a real-life educational setting. This method was chosen to allow for an in-depth understanding of the teacher’s practices in addressing the challenges of a multigrade environment. 2. Participant selection: The study focused on one experienced teacher, purposefully selected based on her work in multigrade education at preschool and primary levels. Her experience made her a valuable case for understanding the unique dynamics of multigrade teaching. 3. Data collection methods: - In-depth interviews: Three semi-structured interviews were conducted with the teacher, each lasting about 30 minutes. The interviews covered topics such as teaching strategies, curricular adaptations, and classroom management in a multigrade context. All interviews were recorded with consent and transcribed for analysis. - Document analysis: Twelve pedagogical documents, including 10 week lesson plans and two supervision visit reports, were collected to complement the interviews. These documents provided concrete examples of how the teacher adapted the curriculum and organized her classroom to meet diverse student needs. 4. Data analysis protocol: Both the interview transcripts and documents were analyzed using thematic content analysis, chosen for its ability to identify themes and in the data. - Coding: Data was then coded into smaller segments using Atlas.ti software (version 24), facilitating systematic organization and categorization. - Theme development: Coded data were grouped into broader themes, such as innovative teaching strategies, curricular adaptations, classroom management, and inclusive practices. These themes were continuously refined to ensure they aligned with the study’s objectives and research questions. 5. Ethical considerations: The study adhered to ethical guidelines, with informed consent obtained from the participant. The teacher's identity was kept confidential, and data was securely handled to protect privacy. 6. Reproducibility: To replicate this study, researchers should follow a similar case study methodology, selecting an experienced teacher from a multigrade setting. Key steps include: - Conducting semi-structured interviews focused on teaching strategies, curriculum adaptations, and classroom management. - Collecting relevant pedagogical documents that reflect the teacher’s practices. - Applying thematic content analysis, using software like Atlas.ti or similar, to systematically organize and code data.