Literaturnachweis - Detailanzeige
| Autor/inn/en | Hallam, Susan; Ireson, Judith; Mortimore, Peter; Davies, Jane |
|---|---|
| Titel | Children's Socialisation into Schools' Learning Contexts: Ability Grouping in the UK Primary School. |
| Quelle | (2000), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Comparative Analysis; Educational Philosophy; Educational Practices; Elementary Education; Elementary School Students; Foreign Countries; Grouping (Instructional Purposes); Homogeneous Grouping; School Attitudes; Student Attitudes; United Kingdom |
| Abstract | As the incidence of ability grouping at the primary level increases in the United Kingdom, questions remain regarding the effect of various grouping arrangements on students' personal and social development and the role of the school ethos in adopting particular ability grouping structures. This research explored the rationale given by primary schools for adopting ability grouping practices; how students of different ages and abilities experienced, understood, and were socialized into the grouping practices; and how grouping affected student attitudes toward school. Participating in the case study were students and staff at six schools; each school had adopted a different type of ability grouping. Data were collected by means of interviews conducted with educators, administrators, and six students from each age group. Findings indicated that despite differences in grouping practices, there was considerable commonality in their written philosophies and aims. Many students were able to provide rationales for their school's grouping practices that were consistent with those of staff. Some students suggested disadvantages associated with ability grouping, and over 40 percent had experienced or witnessed teasing related to grouping practices or academic ability. One school had a markedly lower level of teasing, although students were aware of the grouping in place, suggesting that other factors such as school ethos or parents' and teachers' attitudes may also influence teasing. Most students expressed positive school attitudes, although none of the reasons for liking/disliking school were related to grouping. (Contains 20 references.) (KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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