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| Author | : Carol Corbett Burris |
| Publisher | : ASCD |
| Total Pages | : 193 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 1416607757 |
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.
| Author | : Judith Ireson |
| Publisher | : SAGE |
| Total Pages | : 242 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780761972099 |
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.
| Author | : Rebecca Barr |
| Publisher | : |
| Total Pages | : 191 |
| Release | : 1983 |
| Genre | : Education |
| ISBN | : 9780226038124 |
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
| Author | : Joseph E. Bryson |
| Publisher | : MICHIE |
| Total Pages | : 232 |
| Release | : 1980 |
| Genre | : Education |
| ISBN | : |
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.
| Author | : Jeannie Oakes |
| Publisher | : Yale University Press |
| Total Pages | : 356 |
| Release | : 2005-05-10 |
| Genre | : Education |
| ISBN | : 9780300174069 |
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
| Author | : Walter R. Borg |
| Publisher | : |
| Total Pages | : 112 |
| Release | : 1966 |
| Genre | : Ability grouping in education |
| ISBN | : |
| Author | : John Hattie |
| Publisher | : Routledge |
| Total Pages | : 513 |
| Release | : 2013-01-17 |
| Genre | : Education |
| ISBN | : 1136962042 |
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
| Author | : Mark Berends |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
In this paper, the authors examine differences between school types in the uses of ability grouping, instructional differences, and relationship of ability grouping to student mathematics achievement. Specifically, they address the following questions with teacher reports of students' mathematics placement in middle school: (1) Does the use of ability grouping differ between charter and traditional public schools?; and (2) What is the relationship between ability group placement and students' mathematics achievement gains? The data come from surveys of teachers in charter and traditional public schools, located in urban, suburban, and rural contexts across 24 states. The schools all participate in the Northwest Evaluation Association (NWEA) assessment program and student achievement data in mathematics come from NWEA assessments. The data come from the What Makes Schools Work project to examine organization and instructional conditions in different types of schools. The findings reveal significant differences in the use of ability grouping in charter (CPS) and traditional public schools (TPS). For example, a greater percentage of CPS students are placed in both high ability groups (17% compared with 12% TPS students) and lower ability groups (20% compared with 13% TPS). Fewer CPS students are in mixed ability groups (20% compared with 51% TPS). Moreover, CPS student gains in each group were larger than those of TPS students in similar groups, and the gains of students in the high ability group were greater than those in the low ability group, contributing to increasing inequality over the school year. Few instructional differences among groups and between CPS and TPS teachers were significantly different, although further analyses are necessary.
| Author | : Anne Wheelock |
| Publisher | : R&L Education |
| Total Pages | : 92 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : 9780876521991 |
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)
| Author | : Daniel J. Kitchen |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 1990 |
| Genre | : Ability grouping in education |
| ISBN | : |
