Accelerating mathematics achievement using heterogenous groups.

Autor/inn/en	Burris, Carol C.; Heubert, Jay P.
Titel	Accelerating mathematics achievement using heterogenous groups.
Quelle	In: American educational research journal, 43 (2006) 1, S. 105-136Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312043001105
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Schulbezirk; Middle School; High School; Schülerleistung; Leistungsdifferenzierung; Mathematik; Mathematikunterricht; Heterogenität; Gruppe (Soz); USA
Abstract	This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/3