High-abitity and gifted students tend to benefit most from like-ability grouping, because the strategy provides them with the opportunity to access more advanced knowledge and skills and to practice deeper processing. Most likely, this access can be provided when instructors are not forced to divide their teaching energies and efforts among widely diverse tevels of ability and achievement.
Get full access to this article
View all access options for this article.
References
1.
Berge, Z.L. "Effects of Group Size, Gender, and Ability Grouping on Learning Science Process Skills Using Microcomputers." Journal of Research in Science Teaching, November 1990.
2.
Carter, G., and Jones, M.G. "Relationship Between Ability-Paired Interactions and the Development of Fifth Graders' Concepts of Balance." Journal of Research in Science Teaching, October 1994.
3.
Chauvet, M.J., and Blatchford, P. "Group Composition and National Curriculum Assessment at Seven Years . Psychology & Special Educational Needs, Summer 1993.
4.
Cohen, E.G., and Lotan, R.A. "Producing Equal-Status Interaction in the Heterogeneous Classroom ." American Educational Research Journal, Spring 1995.
5.
Combes, A. "Taking Pupils with Special Needs Out of Mainstream: A Change in Thinking ." Support for Learning, November 1995.
6.
Cornell, D.G.; Delcourt, M.A.; Goldberg, M.D.; and Bland, L.C. "Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia." Journal for the Education of the Gifted, Summer 1992.
7.
Fuligni, A.J.; Eccles, J.S.; and Barber, B.L. "The Long-Term Effects of Seventh Grade Ability Grouping in Mathematics ." Journal of Early Adolescence, February 1995.
8.
Gamoran, A. "Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?" American Journal of Education, November 1993.
9.
Gamoran, A.; Nystrand, M.; Berends, M.; and LePore, P.C. "An Organizational Analysis of the Effects of Ability Grouping." American Educational Research Journal, Winter 1995.
10.
Goldring, E.B. "Assessing the Status of Information on Classroom Organizational Frameworks for Gifted Students." Journal of Educational Research, July-August 1990.
11.
Grant, T. "The Legal and Psychological Implications of Tracking in Education ." Law and Psychology Review, Spring 1991.
12.
Hacker, R.G., and Rowe, M.J. "A Study of the Effects of an Organization Change from Streamed to Mixed-Ability Classes upon Science Classroom Instruction." Journal of Research in Science Teaching, March 1993.
13.
Hall, D.P., and Cunningham, P.A. "Reading Without Ability Grouping: Issues in First Grade Instruction." National Reading Conference Yearbook41(1992): 235-41.
14.
Hallinan, M.T.School Differences in Tracking Effects on Achievement." Social Forces, March 1994.
15.
Hoffer, T.B. "Middle School Ability Grouping and Student Achievement in Science and Mathematics." Educational Evaluation and Policy Analysis , Fall 1992.
16.
Hooper, S. "Effects of Peer Interaction During Computer-Based Mathematics Instruction ." Journal of Educational Research, January-February 1992.
17.
Howley, C.B.; Howley, A.; and Pendarvis, E.D.Out of Our Minds: Anti-Intellectualism and Talent Development in American Schooling. New York: Teachers College Press, 1995.
18.
Jones, M.G., and Carter, G. "Verbal and Nonverbal Behavior or Ability-Grouped Dyads." Journal of Research in Science Teaching, September 1994.
19.
Jones, M.G., and Gerig, T.M. "Ability Grouping and Classroom interactions." Journal of Classroom Interaction, Spring 1994.
20.
Kershaw, T. "The Effects of Educational Tracking on the Social Mobility of African Americans." Journal of Black Studies, September 1992.
21.
Kilgore, S.B. "The Organizational Context of Tracking in Schools." American Sociological Review, April 1991.
22.
Kulik, J.A.An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives. Storrs, Conn.: The National Research Center on the Gifted and Talented, 1992 .
23.
Kulik, J.A., and Kulik, C.L.C. "Meta-Analytic Findings on Grouping Programs." Gifted Child Quarterly, Spring 1992.
24.
Lou, Y.; Abrami, P.C.; Spence, J.C.; and Poulsen, C. "Within-Class Grouping: A Meta-Analysis." Review of Educational Research, Winter 1996.
25.
Margolin, L.Goodness Personified: The Emergence of Gifted Children. New York: Aldine De Gruyter, 1994 .
26.
Mason, D.A., and Good, T.L. "Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students' Mathematics Achievement." American Educational Research Journal, Summer 1993.
27.
Mills, C.J., and Durden, W.G. "Cooperative Learning and Ability Grouping: An Issue of Choice." Gifted Child Quarterly, Winter 1992.
28.
Oakes, J.Keeping Track: How Schools Structure Inequality. New Haven, Conn.: Yale University Press, 1985 .
29.
Pallas, A.M.; Entwisle, D.R.; Alexander, K.L.; and Stluka, M.F. "Ability Group Effects: Instructional, Social, or Institutional?" Sociology of Education, January 1994.
30.
Richardson, A.G., and Fergus, E.E. "Learning Style and Ability Grouping in the High School System: Some Caribbean Findings." Educational Research, Spring 1993.
31.
Rogers, K.B.The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner. Storrs, Conn.: The National Research Center on the Gifted and Talented, 1991.
32.
Sanacore, J. "Intraclass Grouping with a Whole-Language Thrust." Reading and Writing Quarterly, July-September 1992.
33.
Slate, J.R.; Jones, C.H.; and Dawson, P. "Academic Skills of High School Students as a Function of Grade, Gender, and Academic Track." High School Journal, May 1993.
34.
Slavin, R.E. "Ability Grouping in the Middle Grades: Achievement Effects and Alternatives ." Elementary School Journal, May 1993.
35.
Veenman, S. "Cognitive and Noncognitive Effects of Multigrade and Multi-Age Classes: A Best-Evidence Synthesis." Review of Educational Research , Winter 1995.
