The Effects of Ability Grouping on Academic Gains of Rural Elementary School Students PDF Download

Author: Shannon Kelly Burton
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 113

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Author: Michael L. Taylor
Publisher:
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 210

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Book Description
Research on the academic achievement of Tennessee students has shown that gifted and academically advanced students are making the smallest gains compared to other students (Wright, Horn, & Sanders, 1997) Kulik (1991) concluded that advanced and gifted students may not be challenged enough, especially in math and language arts. Gifted and advanced programs are an option, but most rural school districts do not have the funding to offer specific programs for gifted and academically advanced students (Milligan, 2003). The purpose of this causal-comparative study was to determine whether academic ability grouping helped gifted and academically advanced students improve their TCAP performance in math and language arts. The participants were 235 gifted and academically advanced elementary students from two rural Middle Tennessee schools: one school used ability grouping and one did not. There were 112 participants from the school that used ability grouping and 123 from the school that did not use ability grouping. The students' TCAP achievement scores from the years 2004 through 2006 were used to measure their academic progress. The hypotheses tested whether or not there were statistically significant differences in the TCAP math and language arts scores of those gifted and advanced students in ability groups compared to a group of their peers who were not in ability groups using t-tests and ANOVAs at the .05 level of significance. Other variables of interest were the students' gender and socioeconomic status. Results indicated that academically advanced and gifted students who were ability grouped had significantly higher math and language arts TCAP scores compared to their peers who were not in ability groups. Because of the positive gains for students who were ability grouped, it is recommended that rural schools should utilize ability grouping as a low cost alternative to a gifted program. This study should be replicated using a larger sample size; an urban school with a more diverse population; an experimental design; and all levels of students, not just gifted and high achieving students, to further test the effects of ability grouping.

Author: Robert E. Slavin
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 126

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Author: Judith Ireson
Publisher: SAGE
ISBN: 9780761972099
Category : Education
Languages : en
Pages : 242

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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: Hiu-Wing Michelle Wu
Publisher: Open Dissertation Press
ISBN: 9781361029046
Category :
Languages : en
Pages :

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This dissertation, "The Effects of Within-class Ability Grouping on Primary Students' Academic Achievement" by Hiu-wing, Michelle, Wu, 胡曉穎, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Ability grouping has been highly debated in the educational field for years. This study aimed to test the effect of ability grouping on Hong Kong children. A between-subjects design was used to investigate whether students' achievement in English would be affected by the practice of ability grouping 102 Hong Kong primary school children studying in Primary One took part in the investigation. All participants first undertook a pre-test that determined their ability level- high, average or low. 51 Students were then grouped homogeneously (HM) according to ability level while students from another 51 students were grouped in heterogeneous (HT) ability setting. After attending two English lessons on the topic of singular/plural noun, students completed the post-test and a survey on ability grouping. It was hypothesised that ability grouping would have positive effect on average and high ability students while low ability students would benefit more from heterogeneous grouping. The not significant effect between HM and HT groups, F(1,96)=0.210, p=0.648, and between the ability levels between two groupings, F(2,96)=0.020, p=0.980, found in this study failed to support the research hypotheses. The findings tended to support the work of Oakes (1985, 1995, 2005), Oakes and Lipton (1990) and Slavin (1987). Yet, it was suggested that no conclusion on the effectiveness of grouping on student learning could be reached. Further implications and recommendations were included in this research. Subjects: English language - Study and teaching (Primary) - China - Hong Kong Ability grouping in education - China - Hong Kong Academic achievement - China - Hong Kong - Psychological aspects

Author: Warren George Findley
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 104

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Author: John I. Goodlad
Publisher: Teachers College Press
ISBN: 0807776408
Category : Education
Languages : en
Pages : 300

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Since its first publication in 1959, The Nongraded Elementary School has become a classic in school reform literature. This reissue includes a retrospective introduction on what happened to nongraded alternatives in the aftermath of “Sputnik” educational reforms, what is occurring amid the current resurgence of school reform, and what the prospects are for the future. The value of this book lies in its still contemporary theoretical underpinnings for the nongraded school. The book’s treatment of the issue of promotion versus non-promotion is of particular interest in the current debate on school reform.

Author: Karen P. Winds-Hall
Publisher:
ISBN:
Category :
Languages : en
Pages : 42

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Author: Rebecca Barr
Publisher:
ISBN: 9780226038124
Category : Education
Languages : en
Pages : 191

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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: Warren George Findley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44

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