Download or read book The Effects of Within Class Ability Grouping on Primary Students Academic Achievement written by Hiu-Wing Michelle Wu and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Within-class Ability Grouping on Primary Students' Academic Achievement" by Hiu-wing, Michelle, Wu, 胡曉穎, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Ability grouping has been highly debated in the educational field for years. This study aimed to test the effect of ability grouping on Hong Kong children. A between-subjects design was used to investigate whether students' achievement in English would be affected by the practice of ability grouping 102 Hong Kong primary school children studying in Primary One took part in the investigation. All participants first undertook a pre-test that determined their ability level- high, average or low. 51 Students were then grouped homogeneously (HM) according to ability level while students from another 51 students were grouped in heterogeneous (HT) ability setting. After attending two English lessons on the topic of singular/plural noun, students completed the post-test and a survey on ability grouping. It was hypothesised that ability grouping would have positive effect on average and high ability students while low ability students would benefit more from heterogeneous grouping. The not significant effect between HM and HT groups, F(1,96)=0.210, p=0.648, and between the ability levels between two groupings, F(2,96)=0.020, p=0.980, found in this study failed to support the research hypotheses. The findings tended to support the work of Oakes (1985, 1995, 2005), Oakes and Lipton (1990) and Slavin (1987). Yet, it was suggested that no conclusion on the effectiveness of grouping on student learning could be reached. Further implications and recommendations were included in this research. Subjects: English language - Study and teaching (Primary) - China - Hong Kong Ability grouping in education - China - Hong Kong Academic achievement - China - Hong Kong - Psychological aspects

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 The Effects of Within class Ability Grouping on Primary Students Academic Achievement written by 胡曉穎 and published by . This book was released on 2015 with total page 117 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 Cooperative Groups written by Rachel Hertz-Lazarowitz and published by Cambridge University Press. This book was released on 1992 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interaction in Cooperative Groups brings together related research from education, developmental psychology, and social psychology in an approach that is both integrative and analytical. Its intent is to provide an understanding of the dynamics of underlying processes that are fundamental to group interaction and its outcomes. The editors have pulled together an impressive array of researchers from diverse areas within psychology and education. Many of the most exciting and currently visible research programmes are represented. This volume is a valuable resource for the professional community and will serve to initiate a long overdue unification of distinct, yet conceptually similar, areas of research.

Download or read book Making Inequality written by James E. Rosenbaum and published by John Wiley & Sons. This book was released on 1976 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Setting and Streaming written by Wynne Harlen and published by . This book was released on 1999 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using a best evidence synthesis model, this book reviews research conducted in primary/elementary and secondary schools in the United States and in Great Britain on setting and streaming (ways of grouping pupils according to ability). The review concludes that research provides no evidence that student achievement at the primary/elementary school level is raised either by streaming (grouping by general ability) or setting (grouping by subject ability) within the school. Within-class ability grouping at the elementary school level has been found to have advantages for mathematics achievement. At the secondary level, there is no consistent and reliable evidence of positive effects of setting and streaming in any subjects, or for students of particular ability levels. Evidence suggests that teachers sometimes treat mixed-ability groups as though they were low-ability groups and that even experienced teachers frequently use inappropriate whole-class teaching methods with mixed-ability classes. What is important in determining achievement is that the challenge and support given to learners meet their needs. (Contains 168 references.) (KB)

Download or read book Impact of Within class Ability Grouping on Primary Level Student Reading Achievement written by Michelle Miller and published by . This book was released on 2008 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Elementary Education and Reading, 2008.

Download or read book Implementing Evidence Based Practices in Gifted Education written by Susan Johnsen and published by Routledge. This book was released on 2021-09-10 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Every Student Succeeds Act (ESSA), evidence-based practices are supported by rigorous research designs and demonstrate that they improve student outcomes, but the actual implementation of these practices in schools is limited. This essential guidebook assists coordinators of gifted education in implementing three evidence-based practices: universal screening, grouping, and acceleration. Each module includes an overview of research, administrative and assessment considerations, forms for implementing the practice, scripted presentation slides for educators and parents, and resources. Modules may be used by educators within a series of workshops for an entire school district, on an individual campus or for important stakeholders.

Download or read book Detracking for Excellence and Equity written by Carol Corbett Burris and published by ASCD. This book was released on 2008 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Proven strategies for launching, sustaining, and monitoring a reform that will offer all students access to the best curriculum, raise achievement across the board, and close the achievement gap.

Download or read book Ability grouping in Primary Schools written by Rachel Marks and published by Critical Publishing. This book was released on 2016-02-09 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Cooperation in the Classroom written by David W. Johnson and published by . This book was released on 1984 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Peer Relationships in Child Development written by Thomas J. Berndt and published by . This book was released on 1989-01-17 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: An interdisciplinary group of researchers from developmental, clinical and educational backgrounds identify issues and present major findings on the effects of peer relationships in childhood and adolescence. They examine social behaviour, emotional development, school performance and other issues.

Download or read book School Meals Educational Achievement and School Competition written by Christel Vermeersch and published by World Bank Publications. This book was released on 2005 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vermeersch and Kremer examine the effects of subsidized school meals on school participation, educational achievement, and school finance in a developing country setting. They use data from a program that was implemented in 25 randomly chosen preschools in a pool of 50. Children's school participation was 30 percent higher in the treatment group than in the comparison group. The meals program led to higher curriculum test scores, but only in schools where the teacher was relatively experienced prior to the program. The school meals displaced teaching time and led to larger class sizes. Despite improved incentives, teacher absenteeism remained at a high level of 30 percent. Treatment schools raised their fees, and comparison schools close to treatment schools decreased their fees. Some of the price effects are caused by a combination of capacity constraints and pupil transfers that would not happen if the school meals were ordered in all schools. The intention-to-treat estimator of the effect of the randomized program incorporates those price effects, and therefore it should be considered a lower bound on the effect of generalized school meals. This insight on price effects generalizes to other randomized program evaluations. This paper--a product of the Poverty Reduction and Economic Management 2, Africa Technical Families--is part of a larger effort in the region to increase our understanding of the impact of programs aimed at reaching the Millennium Development Goals.

Download or read book Total School Cluster Grouping and Differentiation written by Marcia Gentry and published by Routledge. This book was released on 2021-09-16 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development—including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials—are included.

Download or read book Reassessing Ability Grouping written by Becky Francis and published by Routledge. This book was released on 2019-07-23 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates on pupils' social backgrounds and educational attainment A discussion of the practicalities of classroom practice Recommendations for improved practice to maximise pupil outcomes, experiences and equity Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and ‘close to practice’ attention to the practicalities and constraints of the classroom. Reassessing ‘Ability’ Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

Download or read book Keeping Track written by Jeannie Oakes and published by Yale University Press. This book was released on 2005-05-10 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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