Reassessing 'Ability' Grouping

Improving Practice for Equity and Attainment
1. Auflage 2019
ISBN: 978-1-138-34883-7
Verlag: Routledge

Buch, Englisch, 190 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 301 g

Presenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality.

Alongside a comprehensive account of existing literature and the international field, this book offers:

- Rigorous conceptual analysis of data

- A view of wider political debates on pupils' social backgrounds and educational attainment

- A discussion of the practicalities of classroom practice

- Recommendations for improved practice to maximise pupil outcomes, experiences and equity

- Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups

Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and ‘close to practice’ attention to the practicalities and constraints of the classroom. Reassessing ‘Ability’ Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.

Autoren/Hrsg.

Francis, Becky

Taylor, Becky

Tereshchenko, Antonina

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

Chapter 1 Introduction; Chapter 2 ‘Ability grouping’ – what is it and why do we do it?; Chapter 3 The Best Practice in Grouping Students study: explaining our methods; Chapter 4 The impact of attainment grouping on pupil self-confidence; Chapter 5 Pupils’ experiences of different grouping practices; Chapter 6 The impact of attainment grouping on pedagogy and practice; Chapter 7 Why is good practice in setting so hard to achieve?; Chapter 8 Doing mixed attainment grouping well; Chapter 9 Reflections; Chapter 10 Recommendations

Über Autor(innen)

Becky Francis is Director of the UCL Institute of Education, UK.

Becky Taylor is Senior Research Fellow in the Centre for Teachers and Teaching Research, UCL Institute of Education, UK.

Antonina Tereshchenko is Research Fellow in the Centre for Teachers and Teaching Research, UCL Institute of Education, UK.