Designing And Validating a Model for Improving the “travelling Teachers” Teaching Effectiveness

Abedinia, A.; Moinikia, M. & Gurbanzadeh, P. (2019). Studying the quality of educational leaders' services from the point of view of multi-grade school teachers. A New Approach in Educational Sciences, 2(1), 78-86.

Acatrinei, I. R., & Popovici, A. O. (2021). The organization of multigrade teaching in primary school. Challenges and chances, Conference: 14^th annual International Conference of Education, Research, and Innovation, 1627-1633.

Agustin, J. (2022). Excavating historical truth: an archival study on the United States-Philippine economic relations. European Journal of Literature, Language and Linguistics Studies, 6(1), 108–116. 

Agustin, J. (2022). Symbolic representation of farm in Chinua Achebe’s things fall apart. International Journal of Research Publications, 99 (1), 46–51.

Anderson, L. (1993). Total quality management is the procedure for the management of integrated academics. Empirical study of the service failure and service recovery: A perspective of educational service quality. Journal of Interdisciplinary Mathematics, 20, 3: 867-879

Askari, M. Elahimenesh, M. & Parizad, R. (2018). Comparison of educational policies of Iran and Japan at the primary level, Strategic Studies of Public Policy, 9 (3): 132-113.

Azizi, N. & Hosseinpanahi, K. (2012). Comparing the academic progress of second-grade elementary students in multi-grade classes with normal school students in Persian language skills. Scientific Research Quarterly of Shahid University, 20 (3),

Badakhshan, A. (2021). Identifying the quality factors of education in multi-grade classes of the elementary school to provide the ideal model. dissertation in the field of educational management, Islamic Azad University, Bojnord branch

Baharlu, F., & Behrouz, F. (2018). Practical solutions for classroom management in primary schools. Ormazd Research Journal, (47), 27-54.

Bazargan, A. (2018). Evaluation of the quality of Iran's higher education from thought to practice, Research Institute of Cultural and Social Doctoral Studies.

Beigi, N., Rezadeh Bahadran H., Khosravi, B., & Pushne K. (2021). Design and field validation of the model for the implementation of educational progress assessment at the elementary level, the quarterly curriculum studies, 62(16) – 83-110

Brecio, R. G. (2023). Lifeworld of Multigrade Teachers in Leyte: A Phenomenological Study,” Eur. J. Educ. Pedagogy., 4, (2), 31–35.

Cabalo, J. P., & Cabalo, M.M. (2019). “Factors Affecting Pupils’ Reading Proficiency in Multi-grade Classes Among Rural Elementary Schools. Int. J. Sci. Manag. Stud”, 2(2), 108-124.

Checchi, D., Paola, M. (2018). The Effect of Multigrade Classes on Cognitive and Non-Cognitive Skills: Causal Evidence Exploiting Minimum Class Size Rules in Italy. IZA – Institute of Labor Economics. 4,1-32.

Dehbarzian, N. (2019). Improving teaching in multi-grade classes, the second national conference on new teaching-learning findings in elementary school, Bandar Abbas.

Enthai Arani, A., Vasifian, F., Hosni, M., & Qaltash, A. (2021). Primary teachers' life experiences about the descriptive functions of qualitative assessment. Quarterly Journal of Police Science Education, 99-542: 24(9)

Ezzati. K. (2020). A study of teaching methods and strategies in multi-grade classes with emphasis on self-directed learning method. Quarterly Journal of Management.

Farmonovna, S. F. (2023, January). The importance of students' economic competencies in improving the quality of education. In interdisciplinary innovation and scientific research conference (Vol. 1, No. 5, pp. 48-50).

Hall, T. Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E. & Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic, Information and Learning Sciences, 121: 433-442.

Hosseini, S. & Rostami, R. (2022). The necessity of guidance and counseling in multi-level classes. Organization and Management Research, 3, 435-421

Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy. F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10: 133-149

Le Francois, G. (1999). Psychology for Teachers, translated by Hadi Farjami, Mashhad: Publishing Company.

Li, S., Yamaguchi, S., & Takada, J. I. (2018). Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia. International Journal of Education and Development using ICT, 14(1),103-117.

Linehan, S. (2012). The Difference Between Multigrade and Monograde Education: A Quantitative Causal Comparative Study. ProQuest LLC 289 East Eisenhower Parkway P.O. Box 1346.

Mahdiun, R, Pahang, N. & Yariqli, B. (2016). Identifying the factors affecting the quality of schools and examining its current situation: combined research. School Administration, 5(1), 193-173.

Manabe Elahizadeh, M. Valafred, S.Z.  & Ziaftinejad, S. (2021). Multilevel classes of quality solutions in the educational sector, the 7^th National Conference on New Researches in Humanities and Social Studies, Iran, Tehran. 

Mehdipour, A. (2017). "The effect of integrated teaching method on academic motivation, academic engagement and academic progress of students in multi-grade classes, Master's thesis, Science Education Department, Faculty of Educational Sciences, Arak University.

Moradi, A. & Kordalo, M. (2021). Phenomenology of teachers' experiences of teaching injuries in multi-grade classes in rural Kermanshah and ways to improve the quality of education in them, Research Publication In Integrated And Multi-Grade Classes, 1 (1): 29-39.

Msimanga, M.R. (2019). Managing the use of resources in multi-grade classrooms. South African

Murodullayevna, J. G. (2023). Ways Of Using Modern Educational Technologies In The Primary Education System. Intent Research Scientific Journal, 2(2), 124-127.

Naparan, G. & Alinsug, V. (2021). Classroom strategies of multigrade teachers, Social Sciences & Humanities Open, 3: 1-23.

Ndawa, E. (2022). Experiences of learners with disabilities in multi-grade classes: a case of selected special schools in Lusaka, The University of Zambia.

Niazi Qaraei Nasrabadi, M. (2022). Identification of factors affecting the quality of teachers' teaching performance in multi-grade classes, the 8th National Conference of Modern Studies and Researches in the field of Educational Sciences, Psychology and Counseling in Iran, Tehran.

Nipun Bharat. (2023). Department of School Education & Literacy NIPUN Bharat: Department of School Education & Literacy. Available at: https://nipunbharat.education.gov.in/ 

Okamoto, Y. (2020). Opportunities and Challenges in Multigrade Teaching Using Direct and Indirect Teaching Methods with Zurashi and Watari Approaches in the Philippines: Kagay-Anon Ria Schools Experiences School

Olmos-Gómez, M. D. C. Luque Suárez, M. Ferrara, C. & Olmedo-Moreno, E. M. (2020). Quality of Higher Education through the Pursuit of Satisfaction with a Focus on Sustainability, Sustainability, 12(6):2366.

Quail, A., & Smyth, E. (2014). Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students. Teaching and Teacher Education, 43, 80–90.

Rahimi, H. Mofidi. F. & Pakdaman, M. (2013). More social growth in multigrade classes. Quarterly Journal of Social Education Growth. 15 (4), [in Persian].

Rahimi, H.; Mofidi, F. & Pakdaman, M. (2012). More social growth in multi-grade classes. Social Education Growth Quarterly. 15, (4), 24-29.Ridge, N. & Kippels, S. (2019). UNESCO, Education, and the Private Sector A Relationship on Whose Terms? In Researching the Global Education Industry, Palgrave Macmillan.

Sali, M & Arriola, B. H. (2019). Preparations and practices of Multi-grade teachers In ISABELA City Schools Division, International Journal of Novel Research in Education and Learning, 6 (3): 18-25.

Santrak, J. W. (2007). Educational psychology. Translation by Saeeda Shahid and Hosni Daneshfar. Tehran: Rasa.

Shahrabadi, M. (2021). Multi-grade classes, Tehran: Publications and Educational Technology Office of the Ministry of Education

Shamsi, I.; Eftekhari, H., (2019). multi-grade classes; challenges, shortcomings, solutions, the first national conference of applied research in education and training processes, Minab,

Shamsi. E., & Eftekhari. H. (2020). Multi-grade classes; challenges. shortcomings. solutions.

Shareefa. M. (2021). Using differentiated instruction in multigrade classes: a case of a

Slavin, R. & Madden. D. N. (1992). Success for All. First-year outcomes of a comprehensive plan for formatting urban education American Educational Research Journal. 27(2). 255-275

             small school. Asia Pac. J. Educ. 41. 167–181.

Smit, R., & Engeli, E. (2015). An empirical model of mixed-age teaching. International Journal of Educational Research, 74, 136-144

Sung, Y. T., Chang, K. E. & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis, Computers & Education, 94: 252-275

Talkhabi, M., & Safairad, N. (2021). Designing integrated interdisciplinary activities (social and reading) to develop integrated understanding in multigrade classes. Education and training scientific research quarterly. 37 (2): 66-49.

Torbatinejad, H. & Hatami, Z. (2021). Identifying the factors affecting the quality of education in multi-grade classes, the third national conference of multi-grade classes, Gorgan, https://civilica.com/doc/1318945

Vakilzadeh, P. (2022). Investigating the role of management in the teaching-learning process of students in multi-grade classes, the first international research conference in Accounting, Management, Economics, and Humanities.

Wagner, D. A., Castillo, N. M., & Zahra, F. T. (2020). Global learning equity and education: looking ahead: Background paper for the Futures of Education initiative. https://unesdoc.unesco.org/ark:/48223/pf000037500   

Wilkinson, I. A., & Hamilton, R. J. (2003). Learning to read in composite classes in New Zealand: teachers make the difference. Teaching and Teacher Education, 19 (2), 221-235.

Zamani, A. (2015). Identifying, analyzing, and prioritizing factors affecting the quality of education in higher education. Innovation and Value Creation Quarterly, 6(11), 23-36.

Zarei Nejad, K. & Zarei, R. (2016). Dimensions and quality indicators of schools, the second international conference and the fourth national conference on management and humanities researches in Iran, Tehran, https://civilica.com/doc/713751.