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Author: Judith Ireson Publisher: SAGE ISBN: 1446222640 Category : Education Languages : en Pages : 242
Book Description
`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue′ - Educational Psychology in Practice `With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping′ - Cath Lambert, Educational Review In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping. Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution. Drawing on their own and others′ research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community. This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals. Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.
Author: Rebecca Barr Publisher: ISBN: 9780226038124 Category : Education Languages : en Pages : 191
Book Description
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
Author: Judith Ireson Publisher: SAGE ISBN: 9780761972099 Category : Education Languages : en Pages : 242
Book Description
Ability Grouping in Education provides an overview of ability grouping in education. The authors consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.
Author: Jeannie Oakes Publisher: Yale University Press ISBN: 9780300174069 Category : Education Languages : en Pages : 356
Book Description
Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record
Author: Anne Wheelock Publisher: R&L Education ISBN: 9780876521991 Category : Education Languages : en Pages : 92
Book Description
A number of respected school systems are now seeking alternatives to tracking and ability grouping, alternatives that will ensure a better education for all students whatever their abilities. This handbook introduces practitioners to educators around the United States who are developing alternatives to harmful grouping practices. After a brief review of the roots of sorting practices and their impact on teaching and learning, the book describes features of classrooms and schools that have begun to use heterogeneous groupings and other innovative strategies. These features include high expectations for all, agreed-upon outcomes, coaching to help all students, innovative learning strategies for all, structures that support inclusive learning, and counseling for all students for success. The steps that schools may take to replace traditional grouping practices include developing school-based leadership and parental support, providing professional development, and support, creating districtwide commitment, planning for change, phasing in change, and developing supporting policies. In conclusion, schools that have started the untracking process have seen student achievement and self-esteem rise. Sufficient training and resources for teachers and staff is crucial for making for process work. Contains a glossary and nine references. (LMI)
Author: Deborah L. Feldman Publisher: Teachers College Press ISBN: 0807758620 Category : Education Languages : en Pages : 161
Book Description
These engaging narratives and unique insights will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. It is essential reading for K12 educators, school principals, counselors, psychologists, and everyone concerned with our nations dropout crisis.
Author: Judith Ireson Publisher: SAGE ISBN: 1446222640 Category : Education Languages : en Pages : 242
Book Description
`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue′ - Educational Psychology in Practice `With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping′ - Cath Lambert, Educational Review In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping. Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution. Drawing on their own and others′ research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community. This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals. Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.
Author: R. Darrell Bock Publisher: Psychology Press ISBN: 9780898596861 Category : Education Languages : en Pages : 244
Book Description
Based upon a large body of factual information,a critical view of the cognitive skills and potentials of young people in the United States in the 1980s. The data is analyzed using the most current statistical techniques and discussed from a broad psychological, sociological and educational perspective. The respondents to the survey were obtained by direct visits to households, not through convenient institutional sources, therefore allowing for a representative national sample. As such, the study typifies a complete cross-section of America's youth both in and out of school. The young people included in the sample were administered the ASVAB, a test battery which consists of ten separately timed and scored tests which assess a wide range of knowledge and skills from English-language reading and vocabulary, through secondary school mathematics understanding and quantitative competance, to quite specific vocational knowledge in technical fields. Differences in the profiles across the ten tests provide some of the more interesting results of the analysis.
Author: Judith Ireson
Author: Rebecca Barr
Author: Judith Ireson
Author: Jeannie Oakes
Author: Anne Wheelock
Author: Deborah L. Feldman
Author: Judith Ireson
Author: Herbert Frithjof Sorenson
Author: R. Darrell Bock
Author: Heber Hinds Ryan
Author: Hobart M. Corning