The present qualitative research aimed to identify the limitations and benefits of Multi-grade classes based on the lived experiences of Multi-grade teachers from Kermanshah province and to propose some approaches to enhance the teaching effectiveness in such classes. The research statistical population consisted of all Multi-grade teachers of Kermanshah province in the school year of 2017-2018, of whom 12 experienced teachers with the experience of teaching in such classes were selected purposively. The required data was collected through semi-structured interviews. Having been categorized and analyzed, the data was presented to the interviewees to be validated and extrapolated. The results indicated that all of the claimed benefits, including the possibility of higher and lower grades students' taking advantage of such instructions, the establishment of learning through cooperation with teachers, the development of social and communicative skills could be confirmed regarding all of the observed districts and the findings of the other studies. Such limitations as the shortage of teaching time and classroom management were general ones being recognized by the respective researchers around the world. However, a considerable part of the limitations were caused by the requirements of Iran educational system of 6-3-3 regime which resulted in experiencing both an increase in the number of grades in one class and more classroom management problems and other damages for the teachers due to the sixth grade teenagers in coeducational classes who are in the critical period of adolescence. Among the other limitations, overlooking the need for equipping these classes with technological tools, the poor selection of educational leaders and the families' economic and social constraints can be mentioned.

The research has been conducted in an attempt to examine the effect of Multi-media teaching on sixth grade learners’ academic engagement in science courses of the nomadic Multi-grade classes. The research is a quasi-experimental one and is performed using the pre-test, post-test method with the control group. The participants of the study were 40 learners (19 female and 21 male) among nomadic sixth grade students, who were selected using Multistage random cluster sampling method and placed randomly in the control and experimental groups. The academic engagement questionnaire with specific validity and reliability were utilized to gather data. The face and content validity was examined and reliability coefficient was estimated 0.83. Using the inferential and descriptive statistics, the data were analyzed by SPSS. The findings revealed a significant difference between employing Multi-media teaching and academic engagement (behavioral, academic, psychological and cognitive) of learners in control and experimental groups (p<0.05) and the mean score of academic engagement students whom being taught with Multi-media method was higher. However, there is not a significant difference between the academic engagement of female and male students in the experimental group (p>0.05). Therefore, the Multi-media teaching method has almost equal effect on male and female students.

Education is one of the main and decisive pillars and determining factor of social development In particular, primary education as basic education has a practical and extremely important role.It is necessary for the government to provide suitable educational opportunities for the development of themselves and students.Multi-grade classes are very important as a solution to create equal learning opportunities for all children who need to be educated.If education in Multi-grade classes is provided in a scientific and principled way, the strategies of education in these classes can be used to improve the quality of education in other schools, A Multi-grade classroom is a special educational situation in which students from at least two grades up to a maximum of six grades are present, led by one teacher (Mahdipour, 2018).Multigrade classes in rural areas of developing countries are mainly open for children to access primary education, but in developed countries they are not a necessity but an educational choice.Since our country is one of the countries where the dispersion of its villages has caused the population of students to decrease, therefore, in order to provide education services to them, classrooms are held in Multi-levels.The planning and application of teaching, the process of assessment and class management in Multi-grade classes are more complicated and difficult (Aksoy, 2017).The workload of a Multi-grade teacher and teaching time is much more than that of a single-grade class, and the space and facilities available to the students of these schools are much more limited than normal classes.Therefore, in the classification of the problems of Multi-grade classes, the problem of lack of time is at the top of the problems.Considering the most fundamental goal of any educational system, which is academic progress; Achieving these goals of academic progress and self-management in Multi-grade classes can actually be the biggest concern of policy makers and education executives.It believes that Multi-grade teaching requires additional learning materials because learners often need to work independently.(Sepahvand, 2018) In his research, he came to the conclusion that in Multi-grade classes, teachers use more learning strategies that are appropriate to the individual differences and age of the students and diversity in learning styles. All the teachers were of the same opinion that using a teacher's assistant in teaching both speeds up teaching and increases the self-confidence of the assistant's students.considering the number of challenges that have arisen and the necessity of the lack of deep and detailed findings in this field, as well as the existence of many classroom management problems in Multi-grade classes, the results of this research can be used by teachers and other education officials,  and help education in order to organize Multi-grade classes better and more scientifically, especially in terms of time and efficient classroom management;In line with the professional development of Multi-grade teachers and increasing the effectiveness of teaching in these classes, using the lived experiences of teachers will be one of the most important sources of providing practical information for use in managing Multi-grade classes. Therefore the aim of this study is to describe the life experience of teachers of teaching Multi-grade primary classes in rural areas. The need to conduct this research and other researches in this field seems absolutely necessary considering the growing speed of Multi-grade classes, and the short-term benefits of the results of this research are the use of inexperienced and new teachers of Multi-grade classes. The basis for raising the quality of teaching and learning and one of the long-term benefits is that the results of this research can be used by the planners of the education organization. In this study, the research method is qualitative and phenomenological. The goal of phenomenological research is to clearly describe and identify phenomena.The participants of this research included formal primary school teachers of Mako city who had teaching experience in Multi-grade classes. among them the participants of the research are 15 people with a criterion-based purposeful sampling method. The research tool is a semi-structured interview so that the participant can describe his or her perspective on the subject, as he or she has experienced it, using his or her own language and words.At the beginning of each interview or before, the participants were introduced to the purpose of the research. The interviews were between 20 and 40 minutes and only one interview session was conducted from each participant.  In the current research, using semi-structured interviews, the collected data was accurately and objectively recorded and was approved by the steering committee (expert professors, experts and Multi-grade teachers) and parallel interviews were conducted and all the recorded interviews were carefully examined and compared. and all the steps of validating the research data, including designing the basic interview questions, conducting preliminary interviews and parallel interviews, and determining the level of theoretical saturation of the interviews, were strictly under the control of the steering committee, and finally the validity of the data was approved by the steering committee.In order to obtain the credibility of the interview questions, the opinions of expert professors, experts and teachers who have served for years in schools and Multi-level classes in the rural areas of Mako city were used.And to ensure the reliability of the research data, the method of repeated study, data comparison, summarization and classification of information was used without making any changes in the data.became The data was collected using semi-structured qualitative interview and analyzed by Claizey's seven-step method. In order to validate the data, the opinions of expert professors, experts and teachers who have served for years in schools and Multi-grade classes in rural areas of Mako city were used. In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: Teacher qualifications, Functions of lack of planning and supply of human resources, Educational program issues, Comfort and facilities, Support and value Multi-grade classes, and advantages of Multi-grade classes; and 11 sub-themes: teaching methods, class control, problems of students in Multi-grade classes, problems of teachers in Multi-grade classes, problems of students’ families in Multi-grade classes, Curriculum content and implementation, Teachers' salaries and school fees, reducing problems of Multi-grade classes, improving and increasing productivity of Multi-grade classes, Positive aspects related to teachers and positive aspects related to studentsresulted.

Multi-grade classes are used for small groups of students in which one teacher for each gread is impractical. The purpose of this study is to investigate the current situation of education and learning in Multigrade classrooms from the perspective of teachers in North Khorasan province. To achieve this goal, phenomenological research method was used as a qualitative method. Participants in the interview were selected using purposive sampling method according to the distance from urban areas. Saturation was obtained in interview number ten, but continued until the eighteenth person. The findings of the interview were analyzed by Colaizzi method. Finally, the current situation in the three areas of infrastructure, education and learning was identified. The present study shows some of the strengths and weaknesses of Multigrade classrooms from the perspective of teachers and shows policy makers the current situation in order to improve quality.

To show the advantages of Multi-grade classes over the single grade ones, a group of 108 students in such classes was carefully selected and their educational emotions and achievement measured. Data analyses show that overall achievement in Multi-grade classes is significantly higher than that of the students in single grade classes. Furthermore, girls significantly achieved more than boys. As for the educational emotions, boys showed to be more anxious, just as were the sixth graders compared to those in the fifth grade. The sixth graders in the single grade group also showed more anxiety than those in the Multi-grade group. This was reverse among the 5th graders. Girls in both 5th and 6th grades in the single grade group showed more enjoyment than those in the other group. However, the boys in both groups showed reverse results across grades.

The main purpose of this study is providing a national curriculum adaptation model for Multi-grade classrooms. For this purpose, a large mass of related literature and some countries experiences on Multi-grade education have been reviewed and analyzed. Furthermore, on the basis of the document analysis and conducting interviews with domestic and outsider experts the conceptual model of Multi-grade curriculum model has developed. The designed model has been validated by 15 experts of curriculum and instruction experts (PhD faculty members). The first draft of introduced model to the experts has been modified on the basis of their comments. The validated model has 10 components that will be described in the article.

This study aimed pathology classroom management Multi grade primary schools in the Germi city and provides appropriate solutions optimized model, the method of the article is based on survey and Delphi stages and statistical population of the present study. This research is fundamental and descriptive terms the field study was conducted. The population study on both the teachers have teaching experience were Multi grade classes. In the first stage, 201 cases were selected based on Morgan to interview In the second step30 formed in the Graduation year 1395-96. In the first stage stratified random sampling method and was stratified random sampling in the second stage. In the first phase and the second phase of data collection tool was questionnaire depth interview. During the first stage of the method for the analysis of coordination between the respondent and the second of two round Delphi method was used. To determine the validity and content validity of the relative factor confirmatory factor analysis and Cronbach''''s alpha was used to determine the reliability of the method. The reliability was calculated to be 0. 957 the findings in the first stage, 69 were injured and165 solution. In the second phase was approved model And showed that structures the narrative are satisfactory And ultimately harm and management solutions were identified Multi grade classes and eventually the number of10 injuries and10 were introduced solution as the final model.