'The Reality Is Complex': Teachers' and School Leaders' Accounts and Justifications of Grouping Practices in the English Key Stage 2 Classroom

Autor/inn/en	Towers, Emma; Taylor, Becky; Tereshchenko, Antonina; Mazenod, Anna
Titel	'The Reality Is Complex': Teachers' and School Leaders' Accounts and Justifications of Grouping Practices in the English Key Stage 2 Classroom
Quelle	In: Education 3-13, 48 (2020) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Towers, Emma) ORCID (Taylor, Becky) ORCID (Mazenod, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1569707
Schlagwörter	Elementary School Teachers; Elementary School Students; Teacher Attitudes; Ability Grouping; Children; Foreign Countries; Administrator Attitudes; Educational Policy; Accountability; Decision Making; Principals; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Child; Kind; Kinder; Ausland; Politics of education; Bildungspolitik; Verantwortung; Decision-making; Entscheidungsfindung; Principal; Schulleiter
Abstract	Grouping pupils by attainment is frequently practised in primary schools yet is associated with detrimental effects for middle- and lower-attaining children. Drawing on a mixed methods study, we find that attainment grouping practices at key stage 2 in primary schools are seldom straightforward. Although grouping by attainment appears to be the dominant form of grouping, the language used by teachers to talk about their classroom practice suggests a varied and sometimes complex picture. We explore how school leaders and teachers justify their grouping practices and conclude that primary school educators endeavour to strike a balance between their concern for the child and the need to respond to the demands of testing and assessment. In the wake of new reforms to primary education, the findings in this study are significant and timely in providing a picture of the types of grouping currently being carried out in primary schools across England. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01