Relevant bibliographies by topics / Ability grouping in education. Individualized instruction

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  2. Dissertations / Theses
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Academic literature on the topic 'Ability grouping in education. Individualized instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Ability grouping in education. Individualized instruction"

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Hong, Guanglei, and Yihua Hong. "Reading Instruction Time and Homogeneous Grouping in Kindergarten: An Application of Marginal Mean Weighting Through Stratification." Educational Evaluation and Policy Analysis 31, no. 1 (March 2009): 54–81. http://dx.doi.org/10.3102/0162373708328259.

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A kindergartner’s opportunities to develop reading and language arts skills are constrained by the amount of time allocated to reading instruction. In the meantime, the student’s engagement in learning tasks may increase if the instruction has been adapted to his or her prior ability through homogeneous grouping. This study investigates whether the grouping effects on kindergartners’ reading growth depend on the amount of reading instruction time and the intensity of grouping. To answer the study’s research questions requires causal inferences about concurrent multivalued instructional treatments. The authors develop a procedure of applying the method of marginal mean weighting through stratification to multilevel educational data. Results from the Early Childhood Longitudinal Study Kindergarten cohort data set lend support to the theoretical hypothesis that when teachers allocate a substantial amount of time to reading instruction, homogeneous grouping helps kindergartners to gain more in reading. The authors find no effect of homogeneous grouping when the total amount of reading time is limited. They also find that the benefit of increasing reading instruction time becomes evident only if kindergarten teachers adapt instruction through homogeneous grouping.
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Moody, Sally Watson, Sharon Vaughn, Marie Tejero Hughes, and Meryl Fischer. "Reading Instruction in the Resource Room: Set up for Failure." Exceptional Children 66, no. 3 (April 2000): 305–16. http://dx.doi.org/10.1177/001440290006600302.

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The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.
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Hooper, Simon, and Michael J. Hannafin. "Cooperative CBI: The Effects of Heterogeneous versus Homogeneous Grouping on the Learning of Progressively Complex Concepts." Journal of Educational Computing Research 4, no. 4 (November 1988): 413–24. http://dx.doi.org/10.2190/t26c-3fth-rnyp-tv30.

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This study compares the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Students were grouped either homogeneously or heterogeneously on ability, and received identical instruction on a fictitious rule-based arithmetic number system. No significant differences in achievement were found between the two grouping methods. However, the mixed ability treatment substantially improved the achievement of the low ability students without an accompanying significant reduction in the achievement of the high ability students. The results indicate that designers and teachers may have little to risk in terms of achievement, but potentially much to gain in socialization and interaction, by cooperative heterogeneous grouping during computer based instruction.
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Slavin, Robert E., and Nancy L. Karweit. "Effects of Whole Class, Ability Grouped, and Individualized Instruction on Mathematics Achievement." American Educational Research Journal 22, no. 3 (September 1985): 351–67. http://dx.doi.org/10.3102/00028312022003351.

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Gamoran, Adam. "Organization, Instruction, and the Effects of Ability Grouping: Comment on Slavin’s “Best-Evidence Synthesis”." Review of Educational Research 57, no. 3 (September 1987): 341–45. http://dx.doi.org/10.3102/00346543057003341.

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Sherman, Gregory P., and James D. Klein. "The effects of cued interaction and ability grouping during cooperative computer-based science instruction." Educational Technology Research and Development 43, no. 4 (December 1995): 5–24. http://dx.doi.org/10.1007/bf02300488.

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Gamoran, Adam. "Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?" American Journal of Education 102, no. 1 (November 1993): 1–22. http://dx.doi.org/10.1086/444056.

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Moody, Sally Watson, Sharon Vaughn, and Jeanne Shay Schumm. "Instructional Grouping for Reading: Teachers' Views." Remedial and Special Education 18, no. 6 (November 1997): 347–55. http://dx.doi.org/10.1177/074193259701800604.

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The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.
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Li, Ping. "Based on Data Mining Technology in Distance Education System Applied Research." Applied Mechanics and Materials 496-500 (January 2014): 2260–64. http://dx.doi.org/10.4028/www.scientific.net/amm.496-500.2260.

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With the rapid updating of information technology, modern distance education network teaching is an important tool for development. In this paper, individualized instruction, constructivist teaching theory, based on the data mining technology and network technology into teaching system design and implementation of personalized navigation, it can according to each student's level of education, learning requirements and learning ability its own characteristics, to fully tap the potential information on the different types of learners access path Apriori algorithm to generate the largest set of items, according to the maximum recommended set of items to the learners for learning knowledge points. So that learners receive personalized education.
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Palieraki, Stefania, and Konstantina Koutrouba*. "Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1487–504. http://dx.doi.org/10.12973/eu-jer.10.3.1487.

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<p style="text-align: justify;">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.</p>
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Dissertations / Theses on the topic "Ability grouping in education. Individualized instruction"

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Steele, Kristi. "Differentiated teacher training for differentiated instruction." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KSteele2006.pdf.

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Hobson, Meredith L. "An analysis of differentiation strategies used by middle school teachers in hetergeneously [i.e. heterogeneously] grouped classrooms." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/hobsonm/meredithhobson.pdf.

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Lee, Marci Lynn. "Differentiated instruction with middle school gifted students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2529.

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The education of all students is important in the school system, however, all students learn differently and are at different levels. One strategy that is used to cope with this issue is differentiated instruction. Di fferentiated instruction is when you teach to the individual student's needs by pre-assessing and determining those needs. If the student already know the information you need to move onto something more challenging for them. Often these gifted students already know the information, since they do come into each grade knowing 50% of the curricula, but quite often they are taught it again.
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Lightbody, Mary. "On-site professional development using differentiation to support instruction in middle school science /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092837085.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 229 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 17.
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St, Louis Jessica. "Within-class grouping during literacy instruction a look at equity /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/St_Louis_JMIT2010.pdf.

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Stepule, Kristine L. "The benefits of reading instruction in a multiage classroom /." View abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1551.html.

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Thesis (M.S.) -- Central Connecticut State University, 1998.
Thesis advisor: Dr. Patti Lynn O'Brien. "...in partial fulfillment of the requirements for the degree of Master of Science in Reading/Math." Includes bibliographical references (leaves [26-27]).
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Kniffin, K. Michael. "The effects of individualized videotape instruction on the ability of undergraduate physical education majors to analyze select sport skills." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244220769.

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Sreckovic, Vladimir. "Ability Grouping Interventions and Math Performance Among Inner-City School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1466.

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In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical framework for this study. The criterion measure of mathematics improvement was provided by the test results from the Northwest Evaluation Association's Measure of Academic Progress (NWEA-MAP), a computer-adaptive assessment of mathematics. Using population data for 2012-2014 inner-city 8th graders who took the pretest and posttest NWEA-MAP (N = 234), two 1-way analyses of variances were used to test for mean differences in the NWEA-MAP improvement scores between ability-grouped (n = 115) and non-ability-grouped (n = 115) students, then specifically between students who were grouped as high ability (n = 55) and low ability (n = 55). The ability-grouped students had significantly higher improvement scores than did the nongrouped students. For those students who were ability grouped, no statistically significant difference existed in improvement between the high and low ability groups. A position paper was developed recommending student grouping to improve academic performance of inner-city school students. Positive social change will occur as the achievement gap is closed for students who attend inner-city schools.
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McCaw, Donna S. Davis-Lenski Susan Braun Joseph A. "Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006623.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
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Chan, Hung-kit, and 陳雄傑. "The study of the different grouping arrangement ICT supported cooperative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040276.

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Books on the topic "Ability grouping in education. Individualized instruction"

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E, Hasbrouck Jan, ed. Differentiated instruction: Grouping for success. New York: McGraw-Hill, 2008.

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1939-, Cooper James Michael, ed. An educator's guide to differentiating instruction. Boston: Houghton Mifflin, 2006.

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Teaching in transition: The challenge of mixed ability grouping. Milton Keynes, England: Open University Press, 1985.

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Nordlund, Marcie. Differentiated instruction: Meeting the educational needs of all students in your classroom. Lanham, Md: Scarecrow Press, 2003.

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Making a difference: Meeting diverse learning needs with differentiated instruction. Edmonton, AB: Alberta Education, 2010.

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Beyond differentiated instruction. Thousand Oaks, Calif: Corwin, 2010.

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1963-, Inman Tracy F., ed. Strategies for differentiating instruction: Best practices for the classroom. 2nd ed. Waco, Tex: Prufrock Press, 2008.

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Strickland, Cindy A. Tools for high-quality differentiated instruction. Alexandria, VA: Association for Supervision and Curriculum Development, 2007.

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Jennings, Matthew. Teaching for results: Best practices in integrating co-teaching and differentiated instruction. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Sower, Judith. Differentiating instruction with centers in the inclusive classroom (K-2). Waco, Tex: Prufrock Press, 2011.

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Book chapters on the topic "Ability grouping in education. Individualized instruction"

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Thomas, Ursula. "The Effect of New Environments on Children’s Language Ability." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 32–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch003.

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Change is the only constant. This is the mantra for immigrant children and those who serve them. Schools and communities are employing various approaches to addressing the needs of these children and their families. In many schools, there are several levels of English proficiency. Students who are in the initial level have the lowest level of English proficiency, while those at the terminal level have the highest level. State reading standards are unique for each of these levels. ELL classrooms are often challenging places to teach and learn because students in them come from an assortment of different backgrounds and have many different proficiency levels. Because of this, many learners need individualized or differentiated instruction. This chapter explores how an early intervention language specialist addresses the needs of immigrant learners at a Title I kindergarten class as recorded in an instructional journal.
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Pinto-Llorente, Ana María. "Assessing the Impact of a Digital Ecosystem to Learn English Pronunciation." In ICT-Based Assessment, Methods, and Programs in Tertiary Education, 23–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch002.

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The present research is an innovative study that intends to analyse the effectiveness of a b-learning digital ecosystem implemented in the area of English phonetics and phonology. It also aims to highlight the benefits of some transmissive, interactive, and collaborative resources in learning of the subject. It is a quantitative research with an ex-post-facto design, collecting data through a questionnaire. The results demonstrated that pre-service teachers had positive views towards the digital ecosystem to improve their English pronunciation level and their ability to perceive and produce English more accurately. The findings also emphasized the potential of the digital ecosystem to provide a more natural environment for pronunciation practice and a more individualized instruction focused on learners who become active learners generating knowledge.
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Conference papers on the topic "Ability grouping in education. Individualized instruction"

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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.
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