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:
Redressing 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.
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