Ability Grouping: Status, Impact, and Alternatives. [Report No.: TMR-3

Autor/in	Bryan, Miriam M.
Institution	ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ.
Titel	Ability Grouping: Status, Impact, and Alternatives. [Report No.: TMR-3
Quelle	(1971), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Achievement; Affective Behavior; Classification; Cluster Grouping; Culture Fair Tests; Disadvantaged Youth; Early Childhood Education; Educational Improvement; Educational Strategies; Environmental Influences; Grouping (Instructional Purposes); Heterogeneous Grouping; Homogeneous Grouping; Individualized Instruction; Low Achievement; Minority Group Children; Predictive Validity; Self Concept; Standardized Tests; Team Teaching; Testing Problems; Tutoring + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Classification system; Klassifikation; Klassifikationssystem; Eingruppierung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching improvement; Unterrichtsentwicklung; Lehrstrategie; Environmental influence; Umwelteinfluss; Grouping; Gruppenbildung; Individualisierender Unterricht; Unterdurchschnittliche Leistung; Selbstkonzept; Standadised tests; Standardisierter Test; Teamteaching; Förderkonzept; Nachhilfeunterricht
Abstract	Ability grouping, defined as "the practice of organizing classroom groups in a graded school to put together children of a given age and grade who have most nearly the same standing on measures or judgments of learning achievement or capability," is considered in terms of its effect upon students' academic achievement and affective development. It is contended that grouping results in a trend toward improved achievement in superior groups and poorer achievement in the average or low groups. In addition, it tends to reinforce favorable self concepts in those assigned to high achievement groups and unfavorable self concepts in those assigned to low achievement groups. There seems to be a negative effect with regards to ethnic and socioeconomic separation. Misuses of standardized tests in grouping procedures are fully discussed. In view of the apparent inadequacies of present grouping practices, the following six alternative strategies are recommended: individualized instruction, heterogeneous grouping, stratified heterogeneous grouping, team teaching, student tutoring, and early childhood education. (Author/PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01