Download e-book for iPad: Ability Grouping in Education by Judith Ireson

By Judith Ireson

ISBN-10: 0761972080

ISBN-13: 9780761972082

ISBN-10: 0761972099

ISBN-13: 9780761972099

ISBN-10: 1847876919

ISBN-13: 9781847876911

Skill Grouping in schooling presents an summary of skill grouping in schooling. The authors examine selective education and skill grouping inside of colleges, similar to streaming, banding environment and within-class grouping.

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Extra info for Ability Grouping in Education

Sample text

There were small differences in favour of the pupils in the selective system on entry, but none of these were statistically significant. When the pupils were in the fourth year they took a test of verbal ability and the results of national examinations were collected the following year. Pupils in the selective system outperformed those in the comprehensive schools in national examinations and the authors found that this difference was particularly marked among pupils in the middle ability range, who would have been in the top streams of the secondary modern schools.

Slavin concluded that across the 14 elementary studies he reviewed (which included the Barker Lunn study referred to above), the effects of ability grouping were essentially zero. Among the American studies, one by Goldberg et al. (1966) stands out as providing particularly strong evidence. This involved 86 Grade 5 classes in New York elementary schools. Pupils were assigned to classes on the basis of IQ scores according to 15 different grouping patterns that varied in homogeneity. They remained in those classes for two years.

Kerckhoff concluded that there were positive effects of ability grouping on academic achievement. His research is often cited in the American literature as demonstrating clear, positive effects of ability grouping on academic achievement. His analysis has been criticised by Slavin (1990a), however, on the grounds that there were significant pre-test differences between pupils in the different types of school that could not be sufficiently controlled by the use of covariance techniques. Slavin also claimed that the standardised gains made by the lower ability students were actually greater than those of the high ability group.

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Ability Grouping in Education by Judith Ireson


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