Learners' Attitudes to Mixed-Attainment Grouping: Examining the Views of Students of High, Middle and Low Attainment

Autor/inn/en	Tereshchenko, Antonina; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Mazenod, Anna; Taylor, Becky; Pepper, David; Travers, Mary-Claire
Titel	Learners' Attitudes to Mixed-Attainment Grouping: Examining the Views of Students of High, Middle and Low Attainment
Quelle	In: Research Papers in Education, 34 (2019) 4, S.425-444 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazenod, Anna) ORCID (Taylor, Becky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2018.1452962
Schlagwörter	Heterogeneous Grouping; Grouping (Instructional Purposes); Foreign Countries; Student Attitudes; Academic Achievement; Secondary School Students; Mathematics Instruction; English Instruction; Early Adolescents; High Achievement; Low Achievement; Cooperation; Group Dynamics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Ausland; Schülerverhalten; Schulleistung; Sekundarschüler; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Unterdurchschnittliche Leistung; Co-operation; Kooperation; Gruppendynamik
Abstract	There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature, however, is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribution to this literature. Drawing on the data collected as part of a large study on student grouping and teaching in England, we analyse the attitudes of students of different attainment levels to mixed-attainment practice, focusing on their explanations for their preferences or aversion to mixed-attainment classes. The data-set is drawn from group discussions and individual interviews with 89 students age 11/12 (Year 7) from eight secondary schools practicing mixed-attainment grouping in mathematics and English. Our analysis identifies some broad patterns in student attitudes, including a strong preference for mixed attainment among those at lower prior attainment. The analysis of the explanations students give for their opinions on mixed-attainment practice demonstrates how the learner identities of different groups of students are constituted in various ways by the discourses around 'ability', and constrained by the dominant ideology of 'ability' hierarchy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01