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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: 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: Carol Corbett Burris Publisher: ASCD ISBN: 1416607080 Category : Education Languages : en Pages : 193
Book Description
Proven strategies for launching, sustaining, and monitoring a reform that will offer all students access to the best curriculum, raise achievement across the board, and close the achievement gap.
Author: John I. Goodlad Publisher: Teachers College Press ISBN: 0807776408 Category : Education Languages : en Pages : 300
Book Description
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: 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: Carol Livingston Publisher: ISBN: Category : Education Languages : en Pages : 108
Book Description
This book highlights the use of research and other forms of knowledge for meaningful school reform by faculties engaged in the National Education Association's "Mastery in Learning Project" (MIL). This project is a school-based education reform initiative designed to help school faculties take an active role in directing school renewal efforts, and in the process, restructure their schools to ensure that students achieve "mastery." The focus of the book is the utilization and creation of the knowledge base by project faculties. The first chapter frames some fundamental and complex issues involved in considering research use by teachers. It examines the phrase "teachers using research" and describes differing and potentially conflicting conceptions of each word of the phrase. Chapters 2 through 5 provide case descriptions of the use and/or creation of knowledge at four particular sites where faculties are working to improve grouping, mathematics instruction, professional development, and faculty collegiality. Chapters 6 and 7 investigate research and knowledge use across MIL sites. Reflections from outside MIL are featured in the final two chapters. These provide the reactions of a researcher and a teacher-scholar. (JD)
Author: Vincent Dupriez Publisher: United Nations Education, Scientific & Cultural Organization ISBN: Category : Education Languages : en Pages : 110
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: Marcia Gentry Publisher: Routledge ISBN: 1000490092 Category : Education Languages : en Pages : 264
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: 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: Judith Ireson
Author: Judith Ireson
Author: Carol Corbett Burris
Author: John I. Goodlad
Author: Rebecca Barr
Author: Carol Livingston
Author: 
Author: Vincent Dupriez
Author: Warren George Findley
Author: Marcia Gentry
Author: Anne Wheelock