Examining the Alternate Ranking Method for Grouping: Using Mixed-Ability Grouping to Enhance Learning

Autor/in	McCaskill, Jennifer T.
Titel	Examining the Alternate Ranking Method for Grouping: Using Mixed-Ability Grouping to Enhance Learning
Quelle	(2019), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-9398-4
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Mathematics Education; Secondary School Mathematics; Ability Grouping; Algebra; Mathematics Achievement; Learner Engagement; Cooperation; Heterogeneous Grouping + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Co-operation; Kooperation
Abstract	This paper explores strategic grouping in a Southern, suburban high school mathematics classroom. Two grouping techniques were implemented on review days in Algebra II classes in which composition based on ability varied strategically. The researcher examined the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping for two units. Formal observations were conducted, and data were collected in two classrooms with three sections of students. A high school mathematics teacher was also interviewed. The researcher paid careful attention to student achievement, engagement, collaboration, and student and teacher perceptions of the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping. Quantitative data suggests significant differences between the two grouping techniques for some factors and sections. Qualitative data supports these mixed results. Conclusions suggest further research with varied pre-assessment design, group size, and study length may need to be conducted. Related research may also need to be conducted focusing on low-ranked students, non-review day learning episodes, and other mathematics courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01