Clarifying the dimensions of elementary school curriculum implementation in multigrade classes: an exploratory mixed methods research

The main purpose of the current research was to explain the dimensions of the implementation of the elementary school curriculum in multi-grade classes. The research design was of mixed exploratory type. In the qualitative part, the method of the theory arising from the data, constructivist design was used. The participants included experts who are experts in the field of curriculum of multi-grade classes. The sampling method was continued until data saturation. The data was collected using a semi-structured interview worksheet. The findings of the qualitative part showed the dimensions of the implementation of the elementary school curriculum in the multi-level teacher's classes (teacher training, teacher's ability and teacher's teaching method), content and materials. educational (operational and practical, interactivity, content based on technology, use of educational aid books and selection of situational content), purpose (including and sub-components) It includes setting goals and determining learning levels, evaluation methods (diversity in evaluation, self-evaluation and using new evaluation methods) Qualitative (, student) Individual, gender and language differences and grouping of students, learning environment (spatial equipment and classroom arrangement) and learning time (planning and prioritization). Experts in the field of multi-grade curriculum were studied. In the data analysis, exploratory and confirmatory factor analysis was used to explain the dimensions of the primary course curriculum in the resulting multi-grade classes became.