Influences on Ability and Mixed-Ability Groups in a Qualitative Descriptive Study

Autor/in	Cheetany, Katia Raouf
Titel	Influences on Ability and Mixed-Ability Groups in a Qualitative Descriptive Study
Quelle	(2023), (571 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-1794-5
Schlagwörter	Hochschulschrift; Dissertation; Ability Grouping; Heterogeneous Grouping; Interpersonal Relationship; Reading Achievement; Elementary School Students; Learning Theories; Elementary School Teachers; Teacher Attitudes; Reading Instruction; Nevada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Homogene Gruppierung; Niveaugruppierung; Streaming; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Leseleistung; Learning theory; Lerntheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Leseunterricht
Abstract	The purpose of this qualitative descriptive study was for teachers to describe the influence of social interactions and zone of proximal development (ZPD) on ability grouping and mixed-ability grouping in reading achievement at the elementary level. The first research question focused on the influence of social interactions on ability grouping and mixed-ability grouping in reading, and the second research question aimed at the influence of ZPD on the same instructional strategies. The foundation of this study was based on Vygotsky's social development theory. The researcher collected data from interviews and questionnaires. The participants were from 15 elementary schools in the southern region of Nevada with 13 teachers participating in interviews and 41 anonymously submitted questionnaires, used in the data analysis. The researcher applied the Braun and Clarke six phases of thematic analysis and Saldana's descriptive coding method. After two coding cycles, the study yielded to 109 consolidated codes, representing the raw data from the questionnaires and the interviews, leading to 14 categories and 14 themes. The themes headed to detailed, rich findings, emphasizing on the criticality of providing a time for students to work in ability groups with support from adults and mixed-ability groups with support from peers. Adult and peer assistance are both of vital importance during reading instruction and practice since both provide opportunities which enrich students' learning experiences. Positive interactions are necessary to maintain effective learning results during reading discussions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01