Branch Elementary School and Multigrade Clasroom: A Case Study

Reincarnation of the Didactic Ideas of John Dewey, Peter Petersen and Célestin Freinet in Croatia

Abstract

Branch elementary schools and multigrade teaching are specific in terms of school and didactic-methodical features. The aim of this ethnographic, naturalistic and phenomenological case study by triangulation of qualitative methods was to examine the characteristics of a branch elementary school and multigrade teaching and to investigate whether there are similarities with the didactic-methodical and educational ideas of Dewey’s, Freinet’s and Petersen’s theories of teaching. It has been shown that in this researched multigrade teaching of the branch elementary school student-oriented teaching, extracurricular learning activities, individualized work, coexistence of students at school, cooperative learning, school cooperation with parents and the local community, combination of different teaching activities, and optimally equipped learning environment are often organized. These are precisely certain elements of Freinet’s and Jena’s school plans and Dewey’s pedagogical ideas. Comparing the results of this case study with the results of previous studies on this research problem, it is justified to point out that branch elementary schools with multigrade teaching offer opportunities to organize teaching according to these concepts of education. Although it is not necessary that branch elementary schools and multigrade teaching follow any of these didactic and pedagogical concepts. It is possible to say that it is not the rule, but it is not the exception either. The research results are elaborated, explained, compared and interpreted in the study.