Ability grouping in education

  • Filename: ability-grouping-in-education.
  • ISBN: UOM:39015050531816
  • Release Date: 2001
  • Number of pages: 228
  • Author: Judith Ireson
  • Publisher: Sage Publications Ltd

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.

Alternatives to Tracking and Ability Grouping

  • Filename: alternatives-to-tracking-and-ability-grouping.
  • ISBN: 0876521995
  • Release Date: 1994-01-01
  • Number of pages: 80
  • Author: Anne Wheelock
  • Publisher: R&L Education

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)

Crossing the Tracks

  • Filename: crossing-the-tracks.
  • ISBN: 1565840380
  • Release Date: 1993-08-01
  • Number of pages: 311
  • Author: Anne Wheelock
  • Publisher:

Looks at schools that have abandoned tracking--ability grouping of students--and discusses parental involvement, teacher training, and curriculum reform

Methods of Grouping Learners at School

  • Filename: methods-of-grouping-learners-at-school.
  • ISBN: IND:30000109174494
  • Release Date: 2010
  • Number of pages: 98
  • Author: Vincent Dupriez
  • Publisher: UNESCO

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.

Ability Grouping in Primary Schools

  • Filename: ability-grouping-in-primary-schools.
  • ISBN: 1910391247
  • Release Date: 2016-02-09
  • Number of pages: 80
  • Author: Rachel Marks
  • Publisher:

The use of ability-grouping is currently increasing in primary schools. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach.This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches, such as the movement between streaming, setting or mixed-ability teaching arrangements, are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice.

How to Differentiate Instruction in Mixed Ability Classrooms 2nd Edition

  • Filename: how-to-differentiate-instruction-in-mixed-ability-classrooms-2nd-edition.
  • ISBN: 9781416612674
  • Release Date: 2001-04-15
  • Number of pages: 117
  • Author: Carol Ann Tomlinson
  • Publisher: ASCD

Curiosity and inspiration are powerful catalysts for learning. In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity. In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide scaffolds--as well as high-speed elevators--for * The content of lessons, * The processes used in learning, and * The products of learning. Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum, compacting, sidebar investigations, entry points, graphic organizers, contracts, and portfolios. As Tomlinson says, Differentiation challenges us to draw on our best knowledge of teaching and learning. It suggests that there is room for both equity and excellence in our classrooms. How is this book different from the 1st edition? * 3 new chapters, focusing on teacher responses to student differences, providing new examples and strategies, addressing parent involvement, and discussing grading and assessment. * 16 new illustrations, showing examples of differentiated content, products, and processes. * New foreword. * More references and resources. * New, larger format and design

Education for All

  • Filename: education-for-all.
  • ISBN: 9026514735
  • Release Date: 1996-01-01
  • Number of pages: 314
  • Author: Robert E. Slavin
  • Publisher: CRC Press

This work is a collection of previously published articles by Robert Slavin. The articles trace the evolution, over a quarter-century, of the powerful idea that given well-developed, rigorously evaluated methods and materials, teachers can succeed with virtually all children.

The Differentiated Classroom

  • Filename: the-differentiated-classroom.
  • ISBN: 9781416618638
  • Release Date: 2014-05-25
  • Number of pages: 197
  • Author: Carol Ann Tomlinson
  • Publisher: ASCD

Although much has changed in schools in recent years, the power of differentiated instruction remains the same--and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.

Keeping Track

  • Filename: keeping-track.
  • ISBN: 0300108303
  • Release Date: 2005
  • Number of pages: 332
  • Author: Jeannie Oakes
  • Publisher:

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

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