Research

Set out here are papers relating to VT and providing comparisons between same-age organisation and multi-age grouping. 

Mixed-age groups, leverage points and applied systems thinking: How changing from a same-age system to a mixed-age system leads to social and collaborative professionalism and a happier school.

A Tale of Two Systems and the Same-Age Assumption: A situational analysis and interpretation outlining systemic differences generated by age-related organisation in secondary schools.

Friendship, child development and bullying: highlighting assumptions and differences between secondary schools organised using a traditional same-age basis structure (the universal model or grade/year system) and schools using a mixed-age system (vertical tutoring or VT).

Barnard, P. A. (2019) Socially collaborative schools: the heretic's guide to mixed-age tutor groups, system design, and the goal of goodness. Rowman &  Littlefield. London and NY.

A systems thinking exploration into the rise in mental health and well-being issues in UK secondary schools concerning same-age and mixed-age systems (vertical tutoring).

Do you still think big kids bully little kids, that being with others the same age all day long is a good thing, that being in the same year group keeps students safe, that sending home data sheets is effective communication, that parent engagement is better than parent partnership...think again!

More of my papers are on my page at the tes.com website