Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners

Autor/inn/en	Garrett, Rachel; Hong, Guanglei
Titel	Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 2, S.222-244 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715611484
Schlagwörter	Kindergarten; Grouping (Instructional Purposes); Language Minorities; Time Management; Ability Grouping; Mathematics; Achievement; Teacher Attitudes; English (Second Language); Second Language Learning; Small Group Instruction; Instructional Effectiveness; Models; Student Evaluation; Statistical Analysis; Disadvantaged; Teacher Surveys; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Sprachminderheit; Zeitmanagement; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematik; Performance; Leistung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Unterrichtserfolg; Analogiemodell; Schulnote; Studentische Bewertung; Statistische Analyse
Abstract	Previous research has indicated benefits and potential pitfalls of within-class homogeneous and heterogeneous ability grouping for elementary math learning. However, there has been scant evidence with regard to the impacts of grouping for language minority kindergartners who may experience the small group setting differentially due to their particular needs for math and English language skill development. Analyzing the Early Childhood Longitudinal Study-Kindergarten cohort data, we find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners' math performance, while using homogeneous grouping only is detrimental. As hypothesized, suboptimal instructional organization seems to place language minority kindergartners in a vulnerable situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01