Literaturnachweis - Detailanzeige
| Autor/in | Slavin, Robert E. |
|---|---|
| Institution | Center for Research on Elementary and Middle Schools, Baltimore, MD. |
| Titel | Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis. Report No. 1. |
| Quelle | (1986), (127 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Ability Grouping; Academic Achievement; Educational Practices; Elementary Education; Elementary School Students; Literature Reviews; Mathematics Instruction; Meta Analysis; Reading Instruction |
| Abstract | This report reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique, known as "best-evidence synthesis," combines features of meta-analytic and narrative reviews. Overall, evidence does not support assignment of students to self-contained classes according to ability, but grouping plans involving cross-grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only, and forms of nongraded programs involving multiple groupings for different subjects. Within-class ability grouping in mathematics is also found to be instructionally effective. Ability grouping is held to be maximally effective: (1) when it is done only for one or two subjects, with students remaining in heterogeneous classes most of the day; (2) when it greatly reduces student heterogeneity in a specific skill; (3) when group assignments are frequently reassessed; and (4) when teachers vary the level and pace of instruction according to students' needs. (An 18-page reference list is appended). (Author/RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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