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` Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue ′ - Educational Psychology in Practice

`With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping′ - Cath Lambert, Educational Review

In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.

Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution.

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.

This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals .

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.

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.