Mixed Ability Grouping &
Student Learning Outcomes
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Resources
Adodo, S. O., & Agbayewa, J. O. (2011). Effect of homogenous and heterogeneous ability grouping class teaching on students interest, attitude and achievement in integrated science. International Journal of Psychology and Counselling, 3(3), 48-54. http://www.academicjournals.org/journal/IJPC/article-full-text-pdf/C5BDC0714356
Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE Online, 32(9), 1-19. http://www.tandfonline.com/doi/pdf/10.1080/19404476.2009.11462062
Berends, M., & Donaldson, K. (2011). Ability Grouping, Classroom Instruction, and Students' Mathematics Gains in Charter and Traditional Public Schools. Society for Research on Educational Effectiveness. http://files.eric.ed.gov/fulltext/ED519290.pdf http://files.eric.ed.gov/fulltext/ED519290.pdf
Boaler, J. (2013, March). Ability and mathematics: The mindset revolution that is reshaping education. In Forum (Vol. 55, No. 1, pp. 143-152). Symposium Journals. http://www.youcubed.org/wp-content/uploads/14_Boaler_FORUM_55_1_web.pdf
Gamoran, A. (2010). Tracking and inequality. The Routledge international handbook of the sociology of education, 213. http://files.eric.ed.gov/fulltext/ED506617.pdf
Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104(4), 1033. http://laringsmiljosenteret.uis.no/getfile.php/L%C3%A6ringsmilj%C3%B8senteret/Pdf/L%C3%A6relyst/Big%20Fish%20in%20Little%20Ponds%20Aspire%20More.pdf
Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self‐concept and boredom. British Journal of Educational Psychology, 80(3), 451-472. http://laringsmiljosenteret.uis.no/getfile.php/L%C3%A6ringsmilj%C3%B8senteret/Pdf/L%C3%A6relyst/Big%20Fish%20in%20Little%20Ponds%20Aspire%20More.pdf
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214-247. http://s3.amazonaws.com/academia.edu.documents/7138760/TCR%202009.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1487874131&Signature=os%2B0nXhraG2fETsA7l4kHL%2BNfkY%3D&response-content-disposition=inline%3B%20filename%3DCulturally_responsive_differentiated_ins.pdf
Schofield, J. W. (2010). International evidence on ability grouping with curriculum differentiation and the achievement gap in secondary schools. Teachers College Record, 112(5), 1492-1528. https://www.researchgate.net/profile/Janet_Schofield/publication/268269754_International_Evidence_on_Ability_Grouping_With_Curriculum_Differentiation_and_the_Achievement_Gap_in_Secondary_Schools/links/55fba54408aeafc8ac41bba9.pdf
Thanh, P. T. H., & Gillies, R. (2010). Group composition of cooperative learning: Does heterogeneous grouping work in Asian classrooms?. International Education Studies, 3(3), 12.
Date of last update: 15-Dec-2022 CB
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