Setting or mixed ability? Teachers’ views of the organisation of pupils for learning

Smith, Chris; Sutherland, Margaret

doi:10.1111/1471-3802.00008

Cited by 4 publications

(15 citation statements)

References 5 publications

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“…However, increased university participation in the UK, USA and Europe has meant this is a growing issue, as illustrated by this subject coming up in all workshops. There is scant research on the benefits or otherwise of undergraduate mixed ability classes, but research on compulsory education (Reid et al 1981, Ireson et al 2002, Smith and Sutherland 2003, Boaler 2008 has illustrated the advantages in terms of learning, confidence and motivation of mixed ability classes, although the picture on academic achievement is not so clear for maths (Ireson et al 2002).…”

Section: Dealing With Mixed-ability Classes and Lack Of Confidencementioning

confidence: 99%

Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Fisher

Brimblecombe

2014

Enhancing Learning in the Social Sciences

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This paper reviews and discusses ideas and advice on quantitative methods teaching in the social sciences that were presented and debated in a series of workshops led by experienced university teachers of quantitative methods for social science students. Despite considerable similarity in course content for introductory statistics modules at the undergraduate level, there is often great freedom for teachers and so huge variation in how statistics is taught. This involves different approaches to theory, examples, practical exercises and so on. We argue that there is no single style that would be most effective for everyone, but instead it is important for teachers to teach in a style that suits them.

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Section: Dealing With Mixed-ability Classes and Lack Of Confidencementioning

confidence: 99%

Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Fisher

Brimblecombe

2014

Enhancing Learning in the Social Sciences

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“…Pupils interviewed were acutely aware of the importance and amount of testing to which they were subjected and this caused a lot of anger and resentment. The suggestion by some of the pupils interviewed that behaviour could also be a criteria for set allocation and indeed for movement between sets is borne out by other research (Smith & Sutherland, 2003; Ireson et al, 2002). The realisation that such factors were involved seemed to indicate to some pupils that allocation to sets was not about merit but based on inaccurate and subjective opinions by staff.…”

Section: Discussionmentioning

confidence: 89%

“…Thus it may be that in top sets the pressure becomes greater because the expectations of teachers, parents and of the pupils themselves become greater on the allocation of the pupil to the top set. In a study into staff attitudes towards setting (Smith and Sutherland, 2003) staff reported that set classes were more purposeful and focused. Two key questions emerge here: why is it that set classes are more purposeful and focused and what is taking place in mixed ability arrangements that make them seem less so?…”

Section: Discussionmentioning

confidence: 99%

Setting or mixed ability?: pupils’ views of the organisational arrangement in their school

Smith¹,

Sutherland

2006

Research in Spec Educ Needs

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In 1996 Her Majesty's Inspectors of schools published a report entitled Achievement for All (SOEID, 1996). This report identified a number of key principles governing the organisation of pupils by class, or within class, in Scottish schools and concluded that:The application of these principles does not give rise to one, universally best method of organising pupils into classes. If used effectively, both mixed ability and setting may be appropriate forms of organisation (5.4).A study was undertaken to investigate the perceptions of various groups (teachers, parents and pupils) of how well the arrangements in place were working. A total of 13 schools were included in the investigation (4 primary and 9 secondary). Groups of between 6 and 12 pupils were interviewed in each school. This paper will present the perceptions of these pupils on the setting arrangements in place in their schools.

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“…This aspect can be seen in a positive way: grouping students in small groups by ability allows for differentiated, concentrated learning to occur in a focused, safe environment. Smith and Sutherland (2003) identified in their study that perceived advantages of cross-class ability grouping (setting) could be seen, such as:…”

Section: Ability Groupingmentioning

confidence: 99%

“…Despite a lack of research and evidence to favour setting as the most effective organisational method, many schools in Scotland have changed their organisational procedures (Smith & Sutherland, 2003). There is, therefore, a contradiction apparent with policy makers in that 'setting' continues to be implemented, although research for this type of grouping is limited.…”

Section: Ability Groupingmentioning

confidence: 99%

Organisation and Self-Concept in Year 6 and Year 7 Mathematics

Blackwood¹

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<p>In New Zealand, schools use the term "tracking", "ability grouping", “setting” or “streaming” to define their class grouping and organisation for mathematics. This organisation of grouping may hinder students’ development of mathematical concepts in their primary and secondary school years. To group or not to group seems to be an important question facing many mathematical educators today. The aim of this study was to investigate if class organisation in regards to grouping affects female students’ mathematical self-concept. The research looks at possible factors affecting mathematical self-concept of students in a comparative study of their Year 6 and Year 7 mathematics learning by focusing on their attitudes to grouping in mathematics over a one-year period spanning two year levels. The Year 6 class organisation was mixed ability (within-class ability grouping for number strategies). The same cohort of girls was followed into Year 7 where three classes were taught using whole class teaching, with a cross-class ability grouping approach. This research draws from data collected from a purposive sample of one school in the Wellington area. Qualitative and quantitative methods were used in order to explore whether class organisation (cross-class or mixed ability grouping) affected students’ self-concept in relation to their mathematical learning. The underlying research paradigm was social constructivist, chosen in order to gain knowledge from students’ experiences and perceptions. Thirty-one questionnaires and nine one-to-one semi-structured interviews were used. The questionnaire answers were put into three categories of strategy groupings based on the expectations for Number from the New Zealand Curriculum (Ministry of Education, 2003a) in order to explore the responses from students of a broad range of abilities. Each semi-structured interview was recorded and transcribed in full for analysis. This study indicates that students are aware of their mathematical ability whether being taught in a small group or whole class situation. Year 6 students preferred learning within a small group ability approach. They felt that this way of organisation fostered an inclusive environment which allowed for individual differentiation, encouraged risk taking, collaboration, helping of others, and feeling confident to discuss ideas, strategies, and ask questions without feeling judged by their peers. Whole class contribution, test scores, and assessment was found to affect the Year 7 students’ mathematical self-concept negatively and positively. The students felt that learning within a whole class approach which was broadly ability grouped was a positive experience as all students could hear everyone’s questions, ideas, strategies, and points of view. Implications from this research include that more exploration is needed in New Zealand schools into the effects of class organisation on students’ mathematical self-concept in order to inform teacher practices of differentiation in relation to the organisation of small group and whole class situations. This and other such research can also inform professional development for teachers on effective ways to create inclusive mathematics learning community environments.</p>

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Setting or mixed ability? Teachers’ views of the organisation of pupils for learning

Cited by 4 publications

References 5 publications

Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Doing it your way: The Variation in, and Importance of, Personal Style in Teaching Quantitative Methods for University Social Science Students

Setting or mixed ability?: pupils’ views of the organisational arrangement in their school

Organisation and Self-Concept in Year 6 and Year 7 Mathematics

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