Instructional Organization and Educational Equity.

Autor/in	Gamoran, Adam
Institution	National Center on Effective Secondary Schools, Madison, WI.
Titel	Instructional Organization and Educational Equity.
Quelle	(1989), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Ability Grouping; Access to Education; College Bound Students; Cooperative Learning; Educational Objectives; Elementary Secondary Education; Equal Education; Individualized Instruction; Instructional Effectiveness; Instructional Improvement; Instructional Program Divisions; Low Achievement; Outcomes of Education; Track System (Education); Values + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Education; Access; Bildung; Zugang; Bildungszugang; Kooperatives Lernen; Educational objective; Bildungsziel; Erziehungsziel; Individualisierender Unterricht; Unterrichtserfolg; Unterrichtsqualität; Unterdurchschnittliche Leistung; Lernleistung; Schulerfolg; Leistungsgruppe; Leistungsdifferenzierung; Wertbegriff
Abstract	Research on school effects has shown that differences within schools have more influence on educational outcomes than do differences between schools. This chapter explores the implications for educational equity of ability grouping. Concerns about equity are organized by placing them in the context of the meaning of educational equity that implies equality of results across population subgroups, and equality of access with respect to the population as a whole. Research on the effects of grouping and tracking reveals that ability grouping in particular seems to affect equity. At the elementary school level, it leads to greater inequality of results, but may occur in concert with higher achievement at all ranks. In secondary schools ability grouping seems to have the most severe consequences for inequality. Future research might evaluate the likelihood of effective instruction in low-track classes along with the prospects for maintaining high achievement for the strongest students with the use of cooperative learning in heterogeneous classes. (73 references) (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01