Literaturnachweis - Detailanzeige
Autor/inn/en | Hallam, Susan; Rogers, Lynne; Ireson, Judith |
---|---|
Titel | Ability Grouping in the Secondary School: Attitudes of Teachers of Practically Based Subjects |
Quelle | In: International Journal of Research & Method in Education, 31 (2008) 2, S.181-192 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1743-727X |
Schlagwörter | Ability Grouping; Physical Education Teachers; Teacher Attitudes; Art Teachers; Grouping (Instructional Purposes); Homogeneous Grouping; Questionnaires; Drama; Music Teachers; Predictor Variables; Foreign Countries; Secondary School Teachers; Classroom Environment; Teaching Conditions; United Kingdom (England) Homogene Gruppierung; Niveaugruppierung; Streaming; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Art teacher; Kunsterzieher; Kunsterzieherin; Grouping; Gruppenbildung; Fragebogen; Schauspiel; Music; Musiklehrer; Prädiktor; Ausland; Klassenklima; Unterrichtsklima; Lehrbedingungen; Unterrichtsbedingungen |
Abstract | This research aimed to explore the attitudes of teachers of practically based subjects (arts and sports) towards ability grouping. Teachers from 45 secondary schools adopting different levels of ability grouping completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Overall, the physical education teachers exhibited the most positive attitudes towards ability grouping, drama teachers the least, with the music and art teachers in between. The best predictor of teachers' attitudes was the subject that they taught. These findings support the notion that, overall, teachers of practical subjects have positive attitudes towards mixed-ability teaching. (Contains 6 tables.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |