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.

Ability Grouping in Education

  • Filename: ability-grouping-in-education.
  • ISBN: 0761972099
  • Release Date: 2001
  • Number of pages: 228
  • Author: Judith Ireson
  • Publisher: SAGE



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)

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.

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

The Effects of Ability Grouping on Gifted and Academically Advanced Students in Rural Schools

  • Filename: the-effects-of-ability-grouping-on-gifted-and-academically-advanced-students-in-rural-schools.
  • ISBN: 9780549345701
  • Release Date: 2007
  • Number of pages: 116
  • Author:
  • Publisher: ProQuest



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.

Ability Grouping of Public School Students

  • Filename: ability-grouping-of-public-school-students.
  • ISBN: STANFORD:36105032612660
  • Release Date: 1980-06-01
  • Number of pages: 213
  • Author: Joseph E. Bryson
  • Publisher: Lexis Pub



This treatise for school administrators discusses the issues raised by student classification practices in public schools. Title IV of the Civil Rights Act of 1964, the equal protection provisions of the Fourteenth Amendment, and major court decisions on the subject are analyzed.

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.

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