Survey of Research on Grouping as Related to Pupil Learning PDF Download

Author: Jane Franseth
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 84

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Author: Jane Franseth
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 64

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Book Description

Author: National Society for the Study of Education. Committee on the Grouping of Pupils
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 344

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Book Description

Author: Jane Franseth
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 16

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Book Description

Author: Wynne Harlen
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 84

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Book Description
Using a best evidence synthesis model, this book reviews research conducted in primary/elementary and secondary schools in the United States and in Great Britain on setting and streaming (ways of grouping pupils according to ability). The review concludes that research provides no evidence that student achievement at the primary/elementary school level is raised either by streaming (grouping by general ability) or setting (grouping by subject ability) within the school. Within-class ability grouping at the elementary school level has been found to have advantages for mathematics achievement. At the secondary level, there is no consistent and reliable evidence of positive effects of setting and streaming in any subjects, or for students of particular ability levels. Evidence suggests that teachers sometimes treat mixed-ability groups as though they were low-ability groups and that even experienced teachers frequently use inappropriate whole-class teaching methods with mixed-ability classes. What is important in determining achievement is that the challenge and support given to learners meet their needs. (Contains 168 references.) (KB)

Author: Vincent Dupriez
Publisher: United Nations Education, Scientific & Cultural Organization
ISBN:
Category : Education
Languages : en
Pages : 110

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Book Description
How should classrooms be formed in a school? What criteria should be used for dividing students up between schools and classes? When is tracking/streaming and ability grouping appropriate in a school system? the author reviews the research of the past decade in order to evaluate the impact of class composition on students' learning. The question of equality of opportunity is also addressed. Although it is one of the fundamental principles of every educational project in the democratic countries, what are the real learning opportunities offered to students? Among the factors that make these opportunities differ between schools, or even between classes, researchers have long studied the question of the influence that each pupil or student has on his or her classmates - the so-called ’peer effect'. Going beyond peer effect within classes, this book also considers the subtle and sometimes unintentional process of adapting the teaching level according To The level of the school, which can lead to inequalities. Beyond a review of the research carried out on these issues, The author tackles related issues of administration and education policy.

Author: Susan Hallam
Publisher: Inst of Education
ISBN: 9780854736591
Category : Education
Languages : en
Pages : 119

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Book Description
This concise, up-to-date review of what we know about ability grouping at primary and secondary level maps the changing patterns of grouping in the UK over the last century and explores the ways in which schools allocate pupils to groups, supervise pupil progress and manage change between groups. It assesses the impact of different types of grouping on pupils’ academic performance, their social relationships, attitudes towards school and learning and their self-esteem, and relates both pupil and teacher experiences of setting, streaming, banding and tracking. Finally, it looks to the future, considering ways in which the effects of structure ability grouping can be monitored and, where necessary, ameliorated, and providing a detailed guide to the strengths and weaknesses of alternative grouping strategies.

Author: John Hattie
Publisher: Routledge
ISBN: 1134024126
Category : Education
Languages : en
Pages : 389

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Book Description
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Author: Marcia Gentry
Publisher: Routledge
ISBN: 1000490092
Category : Education
Languages : en
Pages : 264

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Book Description
The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development—including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials—are included.

Author: Jeannie Oakes
Publisher: Yale University Press
ISBN: 9780300174069
Category : Education
Languages : en
Pages : 356

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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