Download or read book Teacher Perceptions of the Impact of Heterogeneous Grouping on Improving Student Achievement written by Scott K. Rimmer and published by . This book was released on 2009 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate teachers' perceptions about the effectiveness of heterogeneous grouping on improving student achievement for students historically identified as either lower-achieving or higher-achieving, as well as for students in general. Ten teachers completed and returned a researcher constructed survey and eight teachers participated in individual interviews. In an effort to learn more about the effectiveness of heterogeneous grouping on improving student achievement, this research study identified and evaluated data spanning the period of time from the study site's initial implementation of heterogeneous grouping to the current time period. The findings of this study indicated that heterogeneous grouping increased the academic achievement and social and emotional growth of students; however, results were mixed regarding the value of heterogeneous grouping on improving equity. Specifically, teachers believed that equity increased for lower-achieving students as a result of heterogeneous grouping but not necessarily for higher-achieving students. Interestingly, some teachers described the removal of homogeneous classes where students were afforded exclusive access to curricula, resources and instruction with similarly capable peers as evidence to support their view of resulting inequities for higher-achieving students. Some teachers provided a different perspective stating that heterogeneous grouping and open access were models for educational equity because they were founded in the belief that all students should have the same access to curricula, resources, and instruction. The results of this study documented that teachers believed that all students should have access to a rigorous curriculum. Teachers also reported having high expectations for students. However, teachers admitted they were less likely to encourage lower-achieving students to challenge International Baccalaureate (IB) courses than they would their higher-achieving counterparts. This discrepancy raised some questions regarding the value of open access as a detracking tool. Several teachers specifically noted that despite the efforts to detrack through the use of heterogeneous grouping in grades nine and ten, the reliance on open access as a detracking tool and the continued existence of the Regents-level pathway constituted a return to a two track system. They noted that the only difference was that the students were tracking themselves versus being tracked based on perceived ability levels.
Download or read book Ability Grouping in Education written by Judith Ireson and published by SAGE. This book was released on 2001 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Team Based Learning written by Larry K. Michaelsen and published by Taylor & Francis. This book was released on 2023-07-03 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes team-based learning (TBL), an unusually powerful and versatile teaching strategy that enables teachers to take small group learning to a whole new level of effectiveness. It is the only pedagogical use of small groups that is based on a recognition of the critical difference between "groups" and "teams", and intentionally employs specific procedures to transform newly-formed groups into high performance learning teams.This book is a complete guide to implementing TBL in a way that will promote the deep learning all teachers strive for. This is a teaching strategy that promotes critical thinking, collaboration, mastery of discipline knowledge, and the ability to apply it.Part I covers the basics, beginning with an analysis of the relative merits and limitations of small groups and teams. It then sets out the processes, with much practical advice, for transforming small groups into cohesive teams, for creating effective assignments and thinking through the implications of team-based learning.In Part II teachers from disciplines as varied as accounting, biology, business, ecology, chemistry, health education and law describe their use of team-based learning. They also demonstrate how this teaching strategy can be applied equally effectively in environments such as large classes, mixed traditional and on-line classes, and with highly diverse student populations.Part III offers a synopsis of the major lessons to be learned from the experiences of the teachers who have used TBL, as described in Part II. For teachers contemplating the use of TBL, this section provides answers to key questions, e.g., whether to use team-based learning, what it takes to make it work effectively, and what benefits one can expect from it–for the teacher as well as for the learners.The appendices answer frequently asked questions, include useful forms and exercises, and offer advice on peer evaluations and grading. A related Web site that allows readers to “continue the conversation,” view video material, access indexed descriptions of applications in various disciplines and post questions further enriches the book. The editors’ claim that team-based instruction can transform the quality of student learning is fully supported by the empirical evidence and examples they present. An important book for all teachers in higher education.
Download or read book A Survey of Teachers Perceptions of Homogeneous Heterogeneous and Multiage Grouping and the Achievement Results of Their Students written by Tracy G. Achord and published by . This book was released on 2003 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ability Grouping of Students written by David Warren Goold and published by . This book was released on 1972 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Alternatives to Tracking and Ability Grouping written by Anne Wheelock and published by R&L Education. This book was released on 1994 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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)
Download or read book ORGB written by Debra L. Nelson and published by . This book was released on 2011 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new approach to learning the principles of organisational behaviour, ORGB is the Asia Pacific edition of a proven, innovative solution to enhance the learning experience. Concise yet complete coverage supported by a suite of online learning aids equips students with the tools required to successfully undertake a course in organisational behaviour.
Download or read book A Study of the Impact of Homogeneous Grouped Classrooms on Academic Achievement written by Cynthia A. Voutila and published by . This book was released on 2009 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can a return to homogeneous classrooms increase student achievement? Ability grouping of students has been a debate for many years among educators. When experts began to promote mixed ability classrooms as a way to raise achievement and to increase the self-esteem of students, schools changed the way they delivered instruction. Many verteran teachers find this practice has not worked as the experts predicted and instruction has become difficult. In this study, teachers and students were surveyed as to their preference based on experience, homogeneous or heterogeneous classrooms. ... Teacher surveys and student surveys indicate a return to same ability grouping may be what is needed to increase academic achievement.
Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Download or read book Education and Instruction in the Heterogeneous Class written by Yisrael Rich and published by Charles C. Thomas Publisher. This book was released on 1993 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Teacher s Role in Implementing Cooperative Learning in the Classroom written by Robyn M. Gillies and published by Springer Science & Business Media. This book was released on 2007-09-26 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cooperative learning is widely endorsed as a pedagogical practice that promotes student learning. Recently, the research focus has moved to the role of teachers’ discourse during cooperative learning and its effects on the quality of group discussions and the learning achieved. However, although the benefits of cooperative learning are well documented, implementing this pedagogical practice in classrooms is a challenge that many teachers have difficulties accomplishing. Difficulties may occur because teachers often do not have a clear understanding of the basic tenets of cooperative learning and the research and theoretical perspectives that have informed this practice and how they translate into practical applications that can be used in their classrooms. In effect, what do teachers need to do to affect the benefits widely documented in research? A reluctance to embrace cooperative learning may also be due to the challenge it poses to teachers’ control of the learning process, the demands it places on classroom organisational changes, and the personal commitments teachers need to make to sustain their efforts. Moreover, a lack of understanding of the key role teachers need to play in embedding cooperative learning into the curricula to foster open communication and engagement among teachers and students, promote cooperative investigation and problem-solving, and provide students with emotionally and intellectually stimulating learning environments may be another contributing factor. The Teacher's Role in Implementing Cooperative Learning in the Classroom provides readers with a comprehensive overview of these issues with clear guidelines on how teachers can embed cooperative learning into their classroom curricula to obtain the benefits widely attributed to this pedagogical practice. It does so by using language that is appropriate for both novice and experienced educators. The volume provides: an overview of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy; outlines how specific small group experiences can promote thinking and learning; discusses the key role teachers play in promoting student discourse; and, demonstrates how interaction style among students and teachers is crucial in facilitating discussion and learning. The collection of chapters includes many practical illustrations, drawn from the contributors’ own research of how teachers can use cooperative learning pedagogy to facilitate thinking and learning among students across different educational settings.
Download or read book Becoming a High Expectation Teacher written by Christine Rubie-Davies and published by Routledge. This book was released on 2014-08-13 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: We constantly hear cries from politicians for teachers to have high expectations. But what this means in practical terms is never spelled out. Simply deciding that as a teacher you will expect all your students to achieve more than other classes you have taught in the same school, is not going to translate automatically into enhanced achievement for students. Becoming a High Expectation Teacher is a book that every education student, training or practising teacher, should read. It details the beliefs and practices of high expectation teachers – teachers who have high expectations for all their students – and provides practical examples for teachers of how to change classrooms into ones in which all students are expected to learn at much higher levels than teachers may previously have thought possible. It shows how student achievement can be raised by providing both research evidence and practical examples. This book is based on the first ever intervention study in the teacher expectation area, designed to change teachers’ expectations through introducing them to the beliefs and practices of high expectation teachers. A holistic view of the classroom is emphasised whereby both the instructional and socio-emotional aspects of the classroom are considered if teachers are to increase student achievement. There is a focus on high expectation teachers, those who have high expectations for all students, and a close examination of what it is that these teachers do in their classrooms that mean that their students make very large learning gains each year. Becoming a High Expectation Teacher explores three key areas in which what high expectation teachers do differs substantially from what other teachers do: the way they group students for learning, the way they create a caring classroom community, and the way in which they use goalsetting to motivate students, to promote student autonomy and to promote mastery learning. Areas covered include:- Formation of teacher expectations Teacher personality and expectation Ability grouping and goal setting Enhancing class climate Sustaining high expectations for students Becoming a High Expectation Teacher is an essential read for any researcher, student, trainee or practicing teacher who cares passionately about the teacher-student relationship and about raising expectations and student achievement.
Download or read book Total School Cluster Grouping and Differentiation written by Marcia Gentry and published by Routledge. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is cluster grouping? -- Total school cluster grouping model: implementation, and practice -- Developing a professional learning plan to support TSCG implementation: supporting teachers and educating the community -- The Purdue simulation: understanding and identifying students across the gifted spectrum -- Complementing other services and programs -- Collaborative evaluation for program monitoring -- Differentiation: demolishing ceilings -- Curriculum compacting: organized common sense -- Identifying and serving twice-exceptional students in a total school cluster grouping classroom -- Developing resilience among high ability learners: what we should know and what we can do -- Student-focused differentiation
Download or read book High Standards for All Students written by and published by . This book was released on 1994 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ability Grouping and Student Achievement in Elementary Schools written by Robert E. Slavin and published by . This book was released on 1986 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Interaction in the Language Curriculum written by Leo Van Lier and published by Routledge. This book was released on 2014-06-03 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interaction in the Language Curriculum offers an innovative theory of language education integrating curriculum practice, research and teaching. It emphasises the interdependence of knowledge and values and stresses the central importance of learning as a social process. Leo van Lier argues that moral as well as intellectual and practical principles must underlie curriculum development and everyday teaching, captured in his triple focus on Awareness, Autonomy, and Authenticity. In addition to its rich grounding in language education practice, the book draws support for his position from diverse sources in sociology, philosophy and cognitive science, from the work of Bourdieu, Giddens, Wittgenstein, Peirce, Vygotsky, Bakhtin, and Dewey. In the current broadening context of language education this study makes an important contribution to research. It presents a coherent philosophical theory as well as considering practical issues in implementation of a new language curriculum. As such, it will be of great benefit to teachers, applied linguists and educationalists generally.
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
