Commitment to a professional devel opment program that equips all teachers with a knowledge of ability grouping research, a problem-solving and thinking skills curriculum, and varied instructional models is essen tial to make ability grouping positive for all students.
Get full access to this article
View all access options for this article.
References
1.
Allen, S.D. "Ability-Grouping Research Reviews: What Do They Say About Grouping and the Gifted?" Educational Leadership, March 1991.
2.
Anderson, Carolyn S., and Barr, Rebecca. "Teacher Response to Proposed Changes in Grouping: Impact on Policy and Practice." Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, Calif., March 1989.
3.
Gamoran, Adam. "Is Ability Grouping Equitable?" Educational Leadership , October 1992.
4.
. " The Variable Effects of High School Tracking." American Sociological Review, December 1992.
5.
Goodlad, John, and Oakes, Jeannie. "We Must Offer Equal Access to Knowledge." Educational Leadership, February 1988.
6.
Greenbaum, Vicky. "Some Are More Equal Than Others." English Journal , December 1990.
7.
Hiebert, Elfrieda H. "An Examination of Ability Grouping for Reading Instruction." Reading Research Quarterly4(1983 ): 213-55.
8.
Johnston, J. Howard, and Markle, Glenn C. "What Research Says to the Practitioner About Ability Grouping." Middle School Journal, August 1983.
9.
Kulik, J.A., and Kulik, C.-L.C. "Ability Grouping and Gifted Students." In Handbook of Gifted Education, edited by N. Colangelo and G. Davis.Needham Heights, Mass.: Allyn and Bacon, 1991.
10.
Lake, Sara. "Equal Access to Education: Alternatives to Tracking and Ability Grouping. Practitioner's Monograph #2." Sacramento, Calif.: California League of Middle Schools, November 1988.
11.
Mitchell, R.; Haycock, K.; and Navarro, S. "Off the Tracks: English Language Arts Framework Implementation." Sacramento, Calif.: California State Department of Education and California Association of County Superintendents of Schools , 1988.
12.
Oakes, J. "Keeping Track, Part 2: Curriculum Inequity and School Reform." Phi Delta Kappan, October 1986.
13.
———. "Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities To Learn Mathematics and Science." Santa Monica, Calif.: Rand, 1991.
14.
. " Tracking: Can Schools Take a Different Route?" NEA Today , January 1988.
15.
Peterson, John M. "Tracking Students by Their Supposed Abilities Can
16.
Derail Learning." The American School Board Journal, May 1989.
17.
Rosenbaum, J.E.Making Inequality: The Hidden Curriculum of High School Tracking. New York: Wiley, 1976.
18.
Slavin, Robert E. "Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis." Review of Educational Research, Fall 1990.
19.
Sorenson, A., and Hallinan, M. "Effects of Ability Grouping on Growth in Academic Achievement." American Educational Research Journal, 4( 1986): 519-42.
20.
Weinstein, Rhona S. "Reading Group Membership in First Grade: Teacher Behaviors and Pupil Experience Over Time." Journal of Educational Psychology68 ( 1976) .
21.
Wilson, Barry J., and Schmits, Donald W. "What's New in Ability Grouping?" Phi Delta Kappan, April 1978.
