Mathematics Achievement Effects of Three Levels of Individualization: Whole Class, Ability Grouped, and Individualized Instruction.

Autor/inn/en	Slavin, Robert E.; Karweit, Nancy L.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	Mathematics Achievement Effects of Three Levels of Individualization: Whole Class, Ability Grouped, and Individualized Instruction.
Quelle	(1984), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Educational Research; Elementary Education; Elementary School Mathematics; Grouping (Instructional Purposes); Individualized Instruction; Intermediate Grades; Large Group Instruction; Mathematics Achievement; Mathematics Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Grouping; Gruppenbildung; Individualisierender Unterricht; Mittelstufe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Schülerverhalten
Abstract	This research evaluated mathematics achievement and attitudinal effects of three instructional methods directed in varying degrees toward accommodating diversity in students' prior achievement. Two randomized field experiments of 16 and 18 weeks' duration, respectively, compared an individualized model, Team Assisted Individualization (TAI); an ability grouped model, Ability Grouped Active Teaching (AGAT); a group-paced model, the Missouri Mathematics Program (MMP); and, in Experiment 2 only, untreated control classes. The first experiment involved pupils in grades 4-6, while the second experiment was conducted with pupils in grades 3-5. Nested analysis of variance on CTBS Computations scores adjusted for pretests indicated that in both experiments, TAI and AGAT exceeded MMP. In Experiment 2, TAI, AGAT, and MMP also exceeded control. No interactions with prior achievement were found. Effects on Liking of Math Class and (in Experiment 1) Self-Concept in Math favored TAI. (Author/MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC