Implementation and Effects of a Program for Mixed Ability Teaching in Secondary Mathematics Education.

Autor/in	Terwel, J.
Titel	Implementation and Effects of a Program for Mixed Ability Teaching in Secondary Mathematics Education.
Quelle	(1988), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability Grouping; Academic Ability; Classroom Techniques; Cooperative Learning; Foreign Countries; Grade 8; Junior High School Students; Mathematics Instruction; Program Effectiveness; Program Evaluation; Program Implementation; Secondary Education; Secondary School Mathematics; Small Group Instruction; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Klassenführung; Kooperatives Lernen; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Programme evaluation; Programmevaluation; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	A program designed to help teachers in the Netherlands put a form of mixed ability teaching into practice was evaluated for its implementation and effects. Implemented with 14-year-old students, the program consisted of whole class instruction by teachers, followed by guidance of small groups and individuals. Cooperative learning in small groups, mathematics set in real life situations, and different levels in the learning process were features of the program. The program was compared with a more traditional program for pre-test and post-test results. Antecedents were measured by a pretest and attitude scale. Processes were measured by a student questionnaire, the PERception of the Curriculum In Action (PERCIA)-scale. Outcomes were measured by a parallel version of the pre-test for learning results in the cognitive domain. Implementation of this program had a positive effect on learning results. Differences in implementation found in various classes had a significant effect on learning results. Teacher training and guidance can reduce variations in implementation, although class composition remains an important factor. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC