Primary Pupils' Experiences of Different Types of Grouping in School

Autor/inn/en	Hallam, Susan; Ireson, Judith; Davies, Jane
Titel	Primary Pupils' Experiences of Different Types of Grouping in School
Quelle	In: British Educational Research Journal, 30 (2004) 4, S.515-533 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Ability Grouping; Foreign Countries; Student Attitudes; Grouping (Instructional Purposes); Elementary Education; Elementary School Students; Student Behavior + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; Schülerverhalten; Grouping; Gruppenbildung; Elementarunterricht; Student behaviour
Abstract	There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary-aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self-perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices including streaming, setting, within-class ability and mixed ability grouping. Six pupils, of high, moderate or low ability, mixed in gender, in each Key Stage 2 class were interviewed in each school. The findings showed that pupils were aware of how and why they were grouped and accepted the rationales provided. Attitudes towards school were not affected by grouping structures, but pupils' awareness of their place in the pecking order and the nature of teasing in the school were, although these were mediated by school ethos factors. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10