Ability Grouping in New Zealand High Schools: Are Practices Evidence-Based?

Autor/inn/en	Hornby, Garry; Witte, Chrystal
Titel	Ability Grouping in New Zealand High Schools: Are Practices Evidence-Based?
Quelle	In: Preventing School Failure, 58 (2014) 2, S.90-95 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Foreign Countries; Ability Grouping; High Schools; Interviews; Evidence; Track System (Education); Academic Achievement; High School Students; Grouping (Instructional Purposes); Surveys; Educational Policy; Administrators; Administrator Attitudes; New Zealand; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; High school; Oberschule; Interviewing; Interviewtechnik; Evidenz; Leistungsgruppe; Leistungsdifferenzierung; Schulleistung; High schools; Student; Students; Schüler; Schülerin; Studentin; Grouping; Gruppenbildung; Survey; Umfrage; Befragung; Politics of education; Bildungspolitik; Neuseeland; Großbritannien; USA
Abstract	There is an extensive international research literature on the effect of ability grouping (e.g., tracking, streaming, banding, setting) on children's academic and behavioral outcomes. However, it is questionable to what extent the findings of research on this topic have influenced the practice of ability grouping in New Zealand schools. Fifteen high schools in Christchurch were surveyed regarding their policies and practices on ability grouping. Interviews focused on the types of grouping used in academic subject areas, perceived benefits and disadvantages of this grouping, and perceived consequences for average students, gifted students, students with special needs, and Maori and Pacific Island students. Reported grouping practices, and views about these, are compared with findings from the literature on ability grouping. The need for schools to adopt more evidence-based strategies for ability grouping are discussed and recommendations for practice and for further research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10