On the Influence of Grouping Practices on Classroom Teaching (original) (raw)
Related papers
2010
ABSTRACT 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? This book addresses each of these questions without proposing a definitive reply. 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’. But this book presents a more complex analysis of the problem. Going beyond peer effect within classes, it 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.
Tracking middle school students for instruction: a study of homogeneous and heterogeneous grouping
2013
Tracking Middle School Children for Instruction: A Study of Homogeneous and Heterogeneous Grouping by Jonathan A. Flores This study examined the effects of tracking on the academic achievement and attitudes of 56 seventh grade students. The study took place in a public middle school of 600 students located in a middle class neighborhood of a large suburban California school district. The socioeconomic makeup of the school was predominantly middle-class, with White students comprising about 75% of the enrollment. The 56 students were divided into two homogeneously grouped classes for instruction during the first quarter, then regrouped into two heterogeneous classes for instruction during the second quarter. Both classes were taught the same curriculum and received all instruction from the same two classroom teachers. Academic achievement of the two groups were compared using the students' grade point averages and their mean scores on teacher-created math tests. Student attitudes regarding the classroom learning environments were compared using written reflections collected from the students after each quarter of instruction. T-tests for statistical comparisons of the students' GPAs and math test scores showed no significant differences. Thus, the results of the study showed negligible changes in academic achievement when tracking students for instruction. However, a chi-square analysis of the written reflections showed a significant difference in the students' positive attitudes towards their classes, which favored the heterogeneous groups. The teacher observed that the students, overall, exhibited better cooperation and behavior when grouped heterogeneously. Recommendations for further studies call for research which examines the effects of two treatments on heterogeneously grouped students. First, improved training for teaching classrooms with all types of learners. Second, the provision of high-quality teaching materials and programs of enrichment for classroom use. Finally, there is a general recommendation for increased administrative support for heterogeneous grouping in our schools.
Classroom contexts: Connections between class size and within class grouping
British Journal of Educational Psychology, 2001
Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils' academic progress this still leaves unanswered important questions about what mediates the effect.
Methods of grouping learners at school
Fundamentals of educational planning, 2010
The views and opinions expressed in this booklet are those of the author and do not necessarily represent the views of UNESCO or IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume.
This study aimed to determine the effectiveness of differentiated instruction through flexible grouping in enhancing the learners? academic performance in Discipline and Ideas in Social Sciences (DISS). A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Senior High School students enrolled in DISS, assigned randomly as experimental and control groups. Participants in both groups were identified and matched based on their grade point average (GPA). The control group was taught using the traditional approach of teaching while the experimental group was taught the same lesson using differentiated instruction through flexible grouping. The effectiveness of the differentiated instruction was measured through the pre-test and post-test performances of the participants. The results of this study revealed that the use of flexible grouping improves students? academic performance. The strategy enhances the ability of students to make better in class performance. Furthermore, it confirmed the concept of differentiated strategy as a method in which students learn better when they are given varied ways in doing class activities. It also develops among students social values such as unity and cooperation.
Grouping of Students : A Conceptual Analysis Part 1 ∗
2015
Three major topics related to grouping students (i.e., group-learning paradigms, learning group conguration, and student leadership in academic work groups) were reviewed. Given the confusion arising from the interchangeable use of terms associated with group learning, a detailed comparison of cooperative and collaborative group-learning paradigms was presented. De nitions, common attributes, and practices that vary among the approaches were examined. Grouping strategies (e.g., group size, gender, race) and personality pro les (i.e., Myers-Briggs Type Indicator®, Emergenetics®, and the STEPTM Program) in uencing group-learning composition were then investigated to determine best practices and research de ciencies. Next, student leadership in small academic work groups was organized under three subtopics: situational demands, leadership styles, and leader attributes. Each area was analyzed in view of the extant literature. Implications of this conceptual analysis are provided. This p...