An Organizational Analysis of the Effects of Ability Grouping

Gamoran, Adam; Nystrand, Martin; Berends, Mark; LePore, Paul C.

doi:10.2307/1163331

Cited by 67 publications

(65 citation statements)

References 33 publications

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“…Problematika žákovské participace patří k často diskutovaným tématům pedagogického výzkumu (např. Black, 2004;Gamoran, Nystrand, Berends, & Le Pore, 1995;Helgevold, 2016;Kovalainen & Kumpulainen, 2007;Šeďová, Švaříček, Sedláček, & Šalamounová, 2016). Ačkoli se výzkumné studie liší ve vymezení termínu participace či v metodologickém pozadí, vycházejí ze společné premisy -zapojení žáků do výukové komunikace ovlivňuje jejich vědění.…”

Section: žáKovská Participace V Různých Skupináchunclassified

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Diferencovaná výuka jako cesta k žákovské participaci

Navrátilová¹

2019

Studia paedagogica

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Tato studie si klade za cíl prozkoumat dvě skutečnosti. Zaprvé se zabývá otázkou, zda a jakým z působem se proměňuje žákovská participace v diferencované a nediferencované výuce na druhém stupni základní školy. Zadruhé popisuje, jak si žáci své komunikační chování v těchto dvou typech výuky vysvětlují. Text je koncipován jako případová studie jedné třídy a kombinuje kvantitativní i kvalitativní metody sběru dat. Míra žákovské participace v diferencované a nediferencované výuce je z jišťována prostřednictvím analýz y strukturovaného pozorování. Důvody, které žáky vedou k různému komunikačnímu chování, jsou vysvětleny prostřednictvím analýz y párových rozhovorů s vybranými typy žáků. Výsledky ukazují, že všichni žáci bez ohledu na příslušnost ke skupině silnější/slabší participují v diferencované výuce výrazně častěji, avšak důvody se různí. Slabší žáci v diferencované výuce častěji riskují, jelikož vědí, že je učitelé v případě špatné odpovědi opraví. Ve výuce o menším počtu žáků si navíc uvědomují, že je minimální šance se odpovědi vyhnout. Silnější žáci svoje odpovědi promýšlejí, neboť se obávají, že odpoví chybně. Vyšší míra participace obou skupin žáků je taktéž z působena rozdílným pojetím výuky. Společné pro obě skupiny je, že diferencovaná výuka zajišťuje příležitost do komunikace zapojit postupně všechny žáky ze skupiny. Klíčová slova vnitřní diferenciace, diferencovaná výuka, žákovská participace, druhý stupeň základní školy, případová studie Abstrakt The goal of this study is to explore two phenomena. First, it concerns the question of whether (and to what extent) student participation changes in homogenous and heterogenous education in lower secondary schools. Second, this study describes how students explain their communicative behavior in these two types of education. The paper is designed as a case study and combines quantitative and qualitative methods. The extent of student participation in homogenous and heterogenous education was ascertained via structured observation. The reasons that lead to diverse types of participation are explained through an analysis of the friendship dyads of selected students. The results show that all students participated considerably more in a class with differentiated instruction, but the reasons for that differed for students from high and low ability groups.

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Section: žáKovská Participace V Různých Skupináchunclassified

“…Některé pedagogické výzkumy potvrzují, že tomu tak není (např. Biggs & Edwards, 1994;Gamoran et al, 1995;Kovalainen & Kumpulainen, 2007;O'Connor, Michaels, Chapin, & Harbaugh, 2017). Ukazuje se, že míra žákovské participace je podmíněna školní úspěšností.…”

Section: žáKovská Participace V Různých Skupináchunclassified

Diferencovaná výuka jako cesta k žákovské participaci

Navrátilová¹

2019

Studia paedagogica

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“…Much of the international research on ability grouping focuses on student outcomes, especially academic achievement. Students in lower streamed classes are found to be exposed to less demanding work and hence achieve lower exam grades, have lower educational aspirations and are more likely to drop out of secondary school than those allocated to higher stream classes (Boaler et al 2000;Gamoran et al 1995;Tach, Farkas 2006;Kerckhoff 1986;Oakes 1985;Werblow et al 2013). Given that workingclass and minority group students are more likely to be allocated to lower ability groups, streaming is found to exacerbate social inequality between students (Gamoran and Mare 1989;Oakes 1990).…”

Section: Research On Curriculum Differentiationmentioning

confidence: 99%

“…Given that workingclass and minority group students are more likely to be allocated to lower ability groups, streaming is found to exacerbate social inequality between students (Gamoran and Mare 1989;Oakes 1990). The rationale for streaming has been subject to much less scrutiny than its consequences, though Oakes et al (1992) relate it to school personnel assuming that student abilities are fixed on entry while Gamoran et al (1995) describe it as an organisational response to student diversity. Indeed, one study of US high schools indicates that more elaborated tracking systems are used in larger schools and ones where in-coming students have greater variation in test scores (Kelly, Price 2011).…”

Section: Research On Curriculum Differentiationmentioning

confidence: 99%

Working at a different level? Curriculum differentiation in Irish lower secondary education

Smyth

2018

Oxford Review of Education

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Non-technical summaryYoung people in Irish secondary schools sit their lower and upper secondary exam subjects at higher or ordinary level. This paper draws on a study which followed young people in twelve case-study schools from the beginning to the end of their secondary education. The study involved both quantitative survey data and qualitative group interviews, providing a more comprehensive picture of the factors influencing subject level take-up.Half of the schools in the study used streaming, with students assigned to different ability groups for all subjects. This approach was more common in schools serving more disadvantaged communities. Within streamed schools, young people in the lower stream classes were usually allocated to ordinary level, which limited their potential achievement and the kinds of options open to them on leaving school.Half of the schools had mixed ability base classes, though sometimes used ability grouping for specific subjects such as Maths, Irish and English. These schools were found to differ in the extent to which teachers encouraged students to take higher level for as long as possible.Young people from working-class or non-employed backgrounds are much less likely to take higher level subjects at lower secondary level, even taking account of their prior ability in reading and maths. Over and above the effect of individual social class background, students attending schools with a concentration of working-class students were much less likely to take higher level subjects. This was partly explained by the greater use of streaming in these schools but teacher expectations and encouragement were found to play an important part.Overall the paper shows how schools frame the opportunity for students to make choices that matter for their later educational career and school practices can act to reinforce social class inequalities in educational outcomes.

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“…There is a rich literature on the impact of peer effect in education. Streaming students by their ability has long been a controversial issue in education policy (e.g., Slavin, 1987; Gamoran et al, 1995). One controversy involves the conflict between efficiency and egalitarianism.…”

Section: Introductionmentioning

confidence: 99%

First in Village or Second in Rome?*

Damiano

Suen

2010

Int Economic Review

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Though individuals prefer to join groups with high quality peers, there are also advantages from being high up in the pecking order within a group. We show that sorting of agents in this environment results in an overlapping interval structure in the type space. Segregation and mixing coexist in a stable equilibrium. A greater degree of egalitarianism within organizations leads to greater segregation across organizations. Since competition is most intense for agents with intermediate talent, effective personnel policies to attract talent differ systematically between high-quality and low-quality organizations.When transfers are possible our stable equilibrium corresponds to a competitive equilibrium but entails too little segregation compared to the efficient assignment.

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An Organizational Analysis of the Effects of Ability Grouping

Cited by 67 publications

References 33 publications

Diferencovaná výuka jako cesta k žákovské participaci

Diferencovaná výuka jako cesta k žákovské participaci

Working at a different level? Curriculum differentiation in Irish lower secondary education

First in Village or Second in Rome?*

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