Policies and Practices of Ability Grouping in New Zealand Intermediate Schools

Autor/inn/en	Hornby, Garry; Witte, Chrystal; Mitchell, David
Titel	Policies and Practices of Ability Grouping in New Zealand Intermediate Schools
Quelle	In: Support for Learning, 26 (2011) 3, S.92-96 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-2141
DOI	10.1111/j.1467-9604.2011.01485.x
Schlagwörter	State Schools; Academic Achievement; Ability Grouping; Foreign Countries; Principals; Educational Practices; Educational Policy; Educational Strategies; Administrator Attitudes; Program Effectiveness; Interviews; Grouping (Instructional Purposes); Performance Factors; Educational Assessment; Educational Indicators; New Zealand + Suchen Sie Ihr Suchwort? Staatliche Schule; Schulleistung; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; Principal; Schulleiter; Bildungspraxis; Politics of education; Bildungspolitik; Lehrstrategie; Interviewing; Interviewtechnik; Grouping; Gruppenbildung; Leistungsindikator; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Neuseeland
Abstract	There is an extensive international research literature on the impact of ability grouping (e.g. streaming or banding) on children's academic and behavioural outcomes. However, it is questionable to what extent the findings of research on this topic have influenced the practice of pupil ability grouping in New Zealand intermediate schools. Nine intermediate schools in Christchurch were surveyed regarding their policies and practices on pupil grouping. All were co-educational state schools. Principals were interviewed about the types of grouping used in academic subject areas, what they saw to be the benefits and disadvantages of this grouping and also what they saw to be the consequences of these arrangements for average pupils, gifted pupils, pupils with special needs and Maori and Pacific Island pupils. Reported grouping practices, and the views of principals about these, are compared with findings from the literature on ability grouping. The need for schools to adopt more evidence-based strategies for ability grouping are discussed and suggestions for further research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10