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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.

Drawing on their own and others′ research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community.

Tabla de contenidos provista por Syndetics

• Issues and Context
• Does Ability Grouping Raise Attainment?
• Does Ability Grouping Affect Pupils' Self-Image?
• Pupils' Perspectives on Ability Grouping
• Teachers' Attitudes to Ability Grouping
• Teachers' Classroom Practices
• Principles, Pressures and Practicalities
• Alternative Ways of Grouping Pupils in School
• Conclusion

Reseñas proporcionadas por Syndetics

CHOICE Review

Is it better to have classes that include students of mixed ability levels or to arrange classes in such a way that all students are performing at the same level? How permeable should these academic tracks be? In recent decades, these questions have worked their way into debates over the nature of intelligence, the inequities associated with the practice of "tracking," and the issue of whether "excellence" or "equity" should be the guiding stars for American education. The authors provide a comprehensive overview of the issues surrounding different forms of ability grouping in the UK. They provide quantitative analysis of the effect that ability grouping has on student achievement and qualitative analysis of the impact that the practice may have both on student self-esteem and on the pedagogical approaches adopted by teachers. The only caveat to be offered before recommending this important work is that, as with other research focused on the UK, the reader must be familiar with a wide range of educational terminology specific to the British context. For the uninitiated, this can make for difficult reading, but the questions at the core of the work are as important in the US as they are in the UK. Recommended for upper-division undergraduates and above. S. Walter Washington State University

Notas de autor provistas por Syndetics

Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.