Mixed-ability Groups Research Articles

'They don't give us our marks': The role of formative feedback in student progress

This paper presents the results of an experimental evaluation of a change in assessment practice in one comprehensive secondary school. The school divided 104 Year 7 pupils into four mixed-ability teaching groups. One of these was given enhanced formative feedback on their work for one year, but no marks or grades. The other three groups were given marks and grades with minimal comments, which was the usual prior practice in this school (and many others). Using data derived from assessment, prior attainment, pupil attitudes and background information, we conducted a contextualized analysis of progress in the four teaching groups for all subjects. This showed that progress in the treatment group (formative feedback only) was substantially inferior to that of the other three groups. In this paper, we also use data from observation of the process and from group interviews with the students involved, to help explain these results. Our findings are relevant to a consideration of the often lessened impact of research findings when 'rolled' out into wider practice, and what may be done about this.

Primary pupils' experiences of different types of grouping in school

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.

Exploring the Use of Collaborative Inquiry in Improving Practice

Effective teaching in mixed ability classes has dominated much of the Cyprus government's agenda for educational reform. Since the publication of the UNESCO report (UNESCO, 1997) which pointed out that primary school classes in Cyprus are organized as mixed ability groups with no clear policy about internal grouping, no policy on differentiation in curriculum, methodology or resource utilization, the Ministry of Education and Culture began a campaign for improving teaching in mixed ability classes. Circulars setting out the advantages of this policy were sent to schools and senior officials of the Ministry of Education and Culture organized seminars to suggest effective ways of teaching in mixed ability classes. In addition, in the 1990's primary school teachers in Cyprus passed through two major in-service training courses. One in the early 90's to enable them have equal financial rights with the secondary school teachers and another one five years later in order to get a bachelor's degree, since most of them had a diploma in education. Among other lessons they were also taught how to teach in mixed ability classes. However, there remains widespread dissatisfaction with Cyprus teachers' ability to teach in mixed ability classes. As the UNESCO (1997) report points out, classes are engaged in whole-class activity using a single textbook with the teacher teaching from the front of the class using an expository mode.

You Are Going to Be an Author

Student-composed narratives represent a new adolescent literacy approach in general education and an academic standard in secondary schools. Provided with an intervention of scaffolded story writing, adolescents with significant communication disabilities can write narratives also. A detailed description of the scaffolded story writing process is provided, and four case examples of the written narratives of students with communication disabilities are presented. Implications for speech and language intervention include successfully connecting the IEP goals of students with the core curriculum, engaging students in mixed-ability groups, exposing students to the elements of critical literacy, developing writing skills, and building capacity for other communication behaviors.

How are highly able 6- and 7-year-old scientists recognized and then catered for in schools?

This research examines whether UK primary teachers are aware of the potential of highly able young 'scientists' and whether they differentiate their teaching accordingly. The support that the National Curriculum gives to highly able children is also examined. A questionnaire was chosen for initial data collection, followed by a semi-structured interview with teachers who sent children to master classes. Analysis would indicate that teachers recognize that children who are scientifically highly able have the capacity to use higher order thinking to perform all aspects of science investigations. There does, however, seem to be a mismatch between theory and practice. The data from the questionnaires suggest that teachers do use a variety of methods to differentiate their science teaching. There was, however, no correlation between teachers' opinions related to scientifically able children's investigative skills and the associated methods of differentiating their teaching. The interview data reinforced this further as many able children had been given limited experience of science investigations in mixed ability groups.

Tracking and Mixed‐ability Grouping in Secondary School Mathematics Classrooms: A case study1

AbstractThis article reports the findings of a retrospective study of ‘tracked’ grouping in a mathematics department in a co‐educational comprehensive school in Greater London. Tracking consisted here of just two tracks, a ‘fast track’ for the top 25‐30% of a cohort, and a ‘mixed track’ for the remainder. The article outlines the reasons for introducing tracking and explores its effects through interviews with teachers and data on the progress of students from age 14 to age 16. The teachers reported that tracking impacted differently on different students, and this is borne out by the quantitative data. It was not possible to provide for ‘setting’ across all the mathematics classrooms in the focal cohort, and therefore one mixed‐ability class was created. The use of analysis of covariance (ANCOVA) models shows that fast‐track students were not significantly advantaged by their placement in these tracks, but the progress of students in the mixed‐ability group showed a significant interaction between progress and prior attainment, with placement in the mixed‐ability group conferring a significant advantage on lower attaining students, while the disadvantage to higher attaining students was much smaller.

Ability Grouping Practices in the Primary School: A survey

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school.

Gender and Teachers' Classroom Practice in a Secondary School in Greece

This article discusses the results of a qualitative ethnographic study in a secondary school in Greece. The study explored teacher-student classroom interaction in a mixed-ability group in a working-class school in Greece. It also explored the links between the teachers' behaviour in the classroom and their ideas about gender and, to a limited extent, their life experiences. Although the sample was small and there were many variations, the findings of the study suggest that overall teachers behaved differently towards girls and boys. Teachers' general lack of awareness or low level of awareness of gender as an important organising and categorising factor in students' behaviour and generally in schooling, as well as the teachers' tacit assumptions about gender, influenced the way that teachers related to girls and boys in the classroom. Other issues, such as the lack of teachers' training on equal opportunities, the low status of the school and the principal's lack of involvement in the promotion of gender equality in the school, also impact on teacher-student interaction.

School Students' Responses to Architecture:a practical studio project

This paper focuses on a built environment project with a mixed ability group of learners from year seven attending Deacon's School in Peterborough, England. The School caters for students aged between eleven and eighteen, from a wide range of ethnic and cultural backgrounds (including a substantial minority from the Indian Sub‐Continent); it is an active participant within the University of Cambridge Post Graduate Certificate in Education partnership and is a ‘beacon school’. In practical studio terms, the project was concerned with school students making ‘pop‐up cards’ based on first hand observation of local architecture under the guidance of the Head of Art. [1] The focus for students' learning was on their critical responses to their built environment, in and around the City of Peterborough. In particular, students were encouraged to make full use of their sketchbooks and to engage in active oral work. The approach taken builds upon that advocated by Wolff and Geahigan [2] by emphasising the relationship between students' personal engagement with art and design and their personal response to it through their own art; students were encouraged to learn about art and design objects through the process of reacting, researching, responding and reflecting. [3]

Grouping Students at the Computer to Enhance the Study of British Literature

Describes a three-week project in an English classroom in which students in small, mixed-ability groups used PowerPoint to enhance a unit on British literature. Outlines the lesson itself and discusses its positive results, including peer-teaching and learning, improved student motivation to understand themes in poetry, positive socialization, and learning to be a team player. Notes further teaching ideas integrating technology.

An Investigation of Pupil Perceptions of Mixed-ability Grouping to Enhance Literacy in Children Aged 9-10

This study is based on interviews with two groups of primary school children after they had completed a project in which children were taught in mixed-ability and mixed-gender groups with the purpose of improving their literacy. It examines the organisation of the children and the collaborative style of learning they were engaged in. Presentation of findings take the form of transcribed extracts from the group interviews. In analysing the children's comments, it is argued that mixed-ability teaching provides a setting in which both low- and high-achieving students value the opportunity to work together where both groups believed they benefited. The study suggests that interactions among peers can facilitate literacy development in individual children. At a time when teachers are being asked to group children according to attainment, especially for the literacy hour, the potential benefits of mixed-ability teaching should not be ignored.

The Optimal Context for Gifted Students: A Preliminary Exploration of Motivational and Affective Considerations

This study was designed to verify the efficacy of a conceptual model intended to be used to examine the relative effectiveness of a variety of educational interventions in terms of the self-reported satisfaction of gifted students' effective and motivational needs. The participants in this stage of the study were 540 Year 7 students comprising 402 gifted students grouped in selective high schools, 76 gifted students grouped in accelerated cohorts, and a mixed ability group of 62 students. The preliminary analysis of self-reports from the total population of students who participated in the first stage of this study, including principal components analysis and multiple regression analyses, supports the social-constructivist conceptual framework proposed. The hypothesized positive correlation between the Quality of School Life variables and Intrinsic Motivation was confirmed. The positive correlations between the Anxiety and Tedium variables and the corresponding negative correlation with Quality of School Life variables lent support for the theoretical rationale under-pinning the inclusion of measures of boredom.

The effects of different ability compositions on cooperative group behaviours

This study examined the effects of different ability compositions on students' behaviours in structured cooperative groups. One hundred and sixty, Year 6 children worked on class-based activities in one of four, gender-balanced, mixed-ability groups (high-medium-low; high-medium; medium-low; high-low). The results showed initially that the children in the three-ability level condition (high-medium-low) exhibited significantly more cooperative and helping behaviours than their peers in the two-ability conditions at the first observation period (Week 3). However, by the completion of the study (Week 6), there were no significant differences in the cooperative and helping behaviours of the children in the two-and three-ability level conditions. It appeared that as the children had more opportunities to work together, they became more responsive to each others' needs and demonstrated more cooperative and helping behaviours. Reasons for these results are discussed.

Health promotion in school age children.

Disadvantage in school age affects health during the remaining part of life. Health promotion might alleviate this situation. It is reasonable to focus on mental health, since this is the leading cause of disability adjusted life years lost in this age group and to focus on the school, since this is the most important setting. Co-operation between the public health and the educational sector is rational, yet complicated by different perspectives on knowledge and technology used in these two sectors. It is, however, possible to carry through a dialogue. Then, the public health representatives have to clarify current scientific knowledge on health promotive characteristics of the school. Such characteristics are, enhanced health control at school, aged mixed ability grouping, class sizes of 15-20 students, a task oriented school culture and employment of skills training programmes, e.g. for tobacco deterrence.

Instructional Grouping for Reading: Teachers' Views

The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.

The effects of cooperative training and ability grouping on microcomputer learning

A total of 276 subjects from Grades 5 and 6 participated in a study investigating the effects of cooperative training and ability grouping on microcomputer learning. Approximately half the sample underwent three half-hour sessions of cooperative training prior to microcomputer learning. Cooperative training included social cohesion techniques such as team-building and self-evaluation, while positive interdependence was also built into the design. In addition, subjects were divided into either homogeneous or heterogeneous ability groups. During five half-hour sessions, subjects worked in groups of four on both a drill-and-practice and a tutorial software program. Results on four measures of achievement did not strongly support the effects of cooperative training or ability grouping on microcomputer learning. Where there are significant findings, the results are mixed, reflecting the ambivalent nature of results in other work in the area. Significantly, mixed-ability groupings did not have any particularly debilitating effects on either high or low ability subjects. Results are discussed in light of the motivationalist and cognitive-developmental positions concerning group learning, and implications for future research are proposed.

Urban Middle-Elementary Students' Perceptions of Grouping Formats for Reading Instruction

The purpose of this study was to investigate elementary school students' perceptions of grouping formats for reading instruction. Participants were 549 third-, fourth-, and fifth-grade urban, mostly minority students, including 23 students with learning disabilities (LD), in 3 schools in a large southeastern district. Students' perceptions were assessed by means of a questionnaire that included both closed- and open-ended items. Results revealed no grade or gender differences. Students reported that whole-class instruction and working alone were used more frequently than group or pair instruction; some students reported that they had no experience with certain grouping formats, particularly pairs, in their current reading class. Students at all levels of reading ability liked mixed-ability groups and mixed-ability pairs most, followed by whole-class instruction. Same-ability groups and working alone were the least liked grouping formats. Students perceived that in mixed-ability groups students get more help from classmates, work more cooperatively, and make more progress in reading than in same-ability groups. Same-ability groups were perceived to be desirable only for nonreaders. The implications for classroom practice are discussed with an emphasis on general education classrooms that include students with LD.

Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership

Cooperative learning activities, which assign gifted learners to mixed-ability groups, have been validly decried as exploitation. But a case can be made that mixed-ability grouping provides opportunities for gifted students to develop transformational leadership skills, an element of gifted education that has been given insufficient attention. Observations of interactions in mixed-ability groups reveal three persistent challenges (inclusiveness, enacting the ideal, and monitoring growth) in which leadership skills can be exercised and developed. Specific student strategies are proposed for each challenge. The role of teachers in developing the leadership skills of gifted learners involves delegating responsibility to student groups, adjusting leadership to the maturation levels of gifted learners, and creating pull-out programs for leadership training.

The Effective Implementation of Resource‐based Learning

AbstractA secondary school teacher follows a formal process of action research in the deliberate improvement of her teaching of a mixed ability group during the first year of their GCSE course. She explores different factors in the classroom which could be an asset to successful active learning through the accessing of learning resources in the classroom. She consults the pupils, tests her hypotheses through observation, testing, questions and photographs to uncover what action needed to be tried to improve the learning situation for the pupils. She found that her ‘improved’ methods were slower than her habitual teaching methods but they yielded better results. Her account contains careful detail of the process that she experienced.

The Dishwasher's Child: education and the end of egalitarianism

This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.