Management and Instruction Strategies for Heterogeneous Elementary School Classrooms. R&D Report No. 6009.

Autor/in	Emmer, Edmund T.
Institution	Texas Univ., Austin. Research and Development Center for Teacher Education.
Titel	Management and Instruction Strategies for Heterogeneous Elementary School Classrooms. R&D Report No. 6009.
Quelle	(1984), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Ability; Academic Achievement; Class Organization; Classroom Techniques; Elementary Education; Grouping (Instructional Purposes); Individual Differences; Individualized Instruction; Mathematics Instruction; Peer Teaching; Reading Instruction; Teaching Methods; Team Teaching + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Klassenführung; Elementarunterricht; Grouping; Gruppenbildung; Individueller Unterschied; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Peer group teaching; Peer Group Teaching; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching
Abstract	A variety of methods can be used for instructing classes having highly heterogeneous students, including individualization of instruction, homogeneous grouping, team teaching, and modifying whole-class instruction. Through classroom observations and teacher interviews, the prevalence of such methods in 32 second- and third-grade classrooms were studied, and the relationships between these methods and student achievement were examined. A greater variety of approaches to heterogeneity was observed in reading instruction than in mathematics instruction. Very few relationships were found between use of the various approaches and achievement gains in mathematics. In reading, however, greater achievement gains were associated with the extent of team teaching arrangements, use of individualized instruction, and several other variables. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01