The Relationships among Between-Class Ability Grouping, Teaching Practices, and Mathematics Achievement: A Large-Scale Empirical Analysis

Autor/inn/en	Tan, Cheng Yong; Dimmock, Clive
Titel	The Relationships among Between-Class Ability Grouping, Teaching Practices, and Mathematics Achievement: A Large-Scale Empirical Analysis
Quelle	In: Educational Studies, 48 (2022) 4, S.471-489 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1780416
Schlagwörter	High School Students; Principals; Educational Practices; Mathematics Achievement; Ability Grouping; Mathematics Teachers; Problem Solving; Cognitive Processes; Classroom Techniques; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Individual Instruction; Program for International Student Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Principal; Schulleiter; Bildungspraxis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen; Cognitive process; Kognitiver Prozess; Klassenführung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Individuelles Lernen
Abstract	The knowledge base on various forms of structuring students' learning by ability grouping is more robust than that on teachers' instructional practices being implemented within these groupings. The present study examines if student-reported mathematics teachers' instructional practices vary among schools with different degrees of implementing between-class ability grouping and if between-class ability grouping moderates the relationship between these practices and students' mathematics achievement. International data from 281,591 fifteen-year-old students and 11,765 principals were analysed. One-way ANOVA showed that students perceived greater implementation of teachers' instructional practices in schools with more between-class ability grouping. However, hierarchical linear modelling (HLM) results showed that between-class ability grouping did not moderate the relationship between teachers' instructional practices and students' mathematics achievement. These results imply that it is more important to examine the relationship between teachers' instructional practices and students' achievement in homogenous ability classes vis-à-vis that between ability grouping and students' achievement per se. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01