Relevant bibliographies by topics / Science Mixed ability grouping in education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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  5. Conference papers

Academic literature on the topic 'Science Mixed ability grouping in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Science Mixed ability grouping in education"

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Hallam, Susan, and Judith Ireson. "Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 369–87. http://dx.doi.org/10.2298/zipi0802369h.

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Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in fav
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Elbaum, Batya, Sally Watson Moody, and Jeanne Shay Schumm. "Mixed-Ability Grouping for Reading: What Students Think." Learning Disabilities Research and Practice 14, no. 1 (1999): 61–66. http://dx.doi.org/10.1207/sldrp1401_6.

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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 (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 i
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Hernawati, Hernawati, Yayan Sanjaya, Fransisca Sudargo, et al. "Analisis kemampuan klasifikasi mahasiswa pendidikan biologi pada pembelajaran biosistematik hewan." Assimilation: Indonesian Journal of Biology Education 4, no. 1 (2021): 9–15. http://dx.doi.org/10.17509/aijbe.v4i1.34821.

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This study aims to analyze the classification ability in animal biosystematics learning as the basis for making numerical taxonomies in biology education students. The method in this research consists of qualitative and quantitative analysis. Descriptive method is used for qualitative analysis and correlation method for quantitative analysis. The mixed methods strategy uses simultaneous triangulation because both qualitative and quantitative data are collected at the same time, then compared to identify convergence of differences or combinations of data. The number of students was 57 people wh
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Lentillon-Kaestner, Vanessa, and Gianpaolo Patelli. "Effects of Grouping Forms, Student Gender and Ability Level on the Pleasure Experienced in Physical Education." Journal of Teaching in Physical Education 35, no. 3 (2016): 251–62. http://dx.doi.org/10.1123/jtpe.2014-0216.

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The purpose of this study was to estimate the main and interaction effects of grouping forms, student gender and ability level on the pleasure experienced in physical education (PE). The participants included 178 secondary school students (M = 13.17, SD = .81), with 72 students enrolled in a basketball unit and 106 students enrolled in an endurance unit. Seventy-eight students participated in PE in alternating groups (alternating ability-based and mixed ability groups), and 100 students participated in mixed ability classes. Pleasure was assessed using a validated French language 10-item scale
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Hoffer, Thomas B. "Middle School Ability Grouping and Student Achievement in Science and Mathematics." Educational Evaluation and Policy Analysis 14, no. 3 (1992): 205–27. http://dx.doi.org/10.3102/01623737014003205.

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This paper analyzes the effects of middle school ability grouping on cognitive achievement in mathematics and science. In contrast to most previous research on tracking, this analysis compares outcomes in grouped and nongrouped schools. The hypotheses tested here are, first, that ability grouping raises the aggregate level of student achievement and, second, that ability grouping achieves this end by increasing the learning of all students. Comparing average student achievement growth from the seventh to the ninth grades in grouped and nongrouped schools shows that overall gains from ability g
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VENKATAKRISHNAN, HAMSA, and DYLAN WILIAM. "Tracking and Mixed-ability Grouping in Secondary School Mathematics Classrooms: A case study 1." British Educational Research Journal 29, no. 2 (2003): 189–204. http://dx.doi.org/10.1080/0141192032000060939.

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Kim, YouJin. "Implementing ability grouping in EFL contexts: Perceptions of teachers and students." Language Teaching Research 16, no. 3 (2012): 289–315. http://dx.doi.org/10.1177/1362168812436894.

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Ability grouping – defined as a practice that places students into classrooms or small groups based on an initial assessment of their readiness or ability – has received considerable attention in educational research for years in many countries (Ireson & Hallam, 1999, 2001; Slavin, 1987). In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English. The purpose of the current study was to determine how the ability grouping policy has been implemented in Korean middle school English classes and to examine the perception
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Ross, John A., and Elizabeth Smyth. "Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership." Journal for the Education of the Gifted 19, no. 1 (1995): 63–82. http://dx.doi.org/10.1177/016235329501900105.

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Cooperative learning activities, which assign gifted learners to mixed-ability groups, have been validly decried as exploitation. But a case can be made that mixed-ability grouping provides opportunities for gifted students to develop transformational leadership skills, an element of gifted education that has been given insufficient attention. Observations of interactions in mixed-ability groups reveal three persistent challenges (inclusiveness, enacting the ideal, and monitoring growth) in which leadership skills can be exercised and developed. Specific student strategies are proposed for eac
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Lynch, Sharon. "Ability grouping and science education reform: Policy and research base." Journal of Research in Science Teaching 31, no. 2 (1994): 105–28. http://dx.doi.org/10.1002/tea.3660310204.

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Dissertations / Theses on the topic "Science Mixed ability grouping in education"

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LaSovage, Anne Jeannette. "Effects of using a layered curriculum format of instruction in a high school environmental science energy unit." Diss., Connect to online resource - MSU authorized users, 2006.

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Thesis (M. S.)--Michigan State University. Dept. of Science and Mathematics Education, 2006.<br>Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references. Also issued in print.
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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.<br>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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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.

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Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability
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Chan, Hung-kit. "The study of the different grouping arrangement ICT supported cooperative learning." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040276.

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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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Tam, Siu-ping. "Changing from a streaming to a destreaming system : case study of a secondary school /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597043.

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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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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 fra
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Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.

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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 "Science Mixed ability grouping in education"

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Association for Supervision and Curriculum Development, 2001.

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How to differentiate instruction in mixed-ability classrooms. Association for Supervision and Curriculum Development, 1995.

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Pearson/Merrill Prentice Hall, 2005.

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Westphal, Laurie E. Differentiating instruction with menus for the inclusive classroom: Science, grades 3-5. Prufrock Press, 2012.

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Westphal, Laurie E. Differentiating instruction with menus for the inclusive classroom: Science grades 6-8. Prufrock Press, 2013.

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How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. Jossey-Bass, 2012.

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

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Demetra, Evangelou, Hartman Jeanette Allison, and National Association for the Education of Young Children., eds. The case for mixed-age grouping in early education. National Association for the Education of Young Children, 1990.

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Westphal, Laurie E. Differentiating instruction with menus for the inclusive classroom: Social studies, grades 3-5. Prufrock Press, 2012.

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M, Adams Dennis, ed. Differentiated instruction for K-8 math and science: Activities, and lesson plans. Eye On Education, 2008.

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Book chapters on the topic "Science Mixed ability grouping in education"

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Bezgodov, Andrei Viktorovich. "Advantages of Growing Field Peas in Mixed Crops With Rapeseed and Mustard." In Culture. Science. Education: modern trends. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-74741.

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In field experiences studies on growing field peas in single-component and mixed seeding with spring rape and white mustard were conducted in the Middle Urals. The crop capacity was increased by 10,8% as well as the total yield was increased by 2.3 times up to 2.14 t / ha by the use of spring rape as a supporting and compacting crop in sowng peas with a seeding rate at 0.6 million / ha. It was found out that crop productivity of peas was decreased by 19.4% when the seeding rate was established at 0.4 million / ha, and the crop productivity of spring rape remained at the level of pure sowing – 1.23 t / ha. The total yield, in comparison with the pure sowing of peas, increased by 2.1 times from 0.93 to 1.98 t / ha. Mustard is less suitable as a supporting crop, although it ripes earlier and does not thrive in contrast to spring rape. The total yield and ratio of land equivalents in a mixture with spring rape is higher than with mustard and ranged from 1.66 to 1.98. Peas accounts for the bulk of the total yield (LERab = 0.81...1.48). The coefficients of competitiveness and aggressiveness of the studied crops in mixed sowing indicate the dominant role of field peas in the pea-rape and pea-mustard agrocenoses. The awned and foliose morphotype of field peas when grown in a mixture with mustard showed themselves equally, their competitiveness and aggressiveness coefficients were in a close range – Crab = 2.37...4.57; CAab = 0.72...1.87. The awned morphotype of field peas had the greatest aggressiveness and competitiveness when cultivated in a mixture with spring rape – CRab=6.78...17.80; CAab = 3.35...5.79. The foliose morphotype of field peas occupied an intermediate position and had a good competitive ability with less aggressiveness towards spring rape – Crab = 2.64...2.66; CAab = 2.06...2.13.
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Conference papers on the topic "Science Mixed ability grouping in education"

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Mohamed, Abdallah. "Evaluating the Effectiveness of Flipped Teaching in a Mixed-Ability CS1 Course." In ITiCSE '20: Innovation and Technology in Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3341525.3387395.

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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.

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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experie
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"Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4246.

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[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different progra
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Meinert, David, Dane Peterson, John Criswell, and Martin Crossland. "Would Regulation of Web Site Privacy Policy Statements Increase Consumer Trust?" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2952.

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Proponents of e-commerce have known for some time that limited participation by consumers partially reflects their concern over the privacy of personal information. To address consumer concerns, web site operators have employed security mechanisms, including privacy policy statements to increase their perceived trustworthiness. While empirical evidence is limited, there is some question regarding the ability of privacy policy statements to engender significantly greater levels of trust. The limited effectiveness of such statements may reflect their voluntary implementation, self-enforcement, a
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Buzzetto-More, Nicole. "Student Perceptions of Various E-Learning Components." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3204.

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Learning that is facilitated by electronic technologies, otherwise known as e-Leaming, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodol
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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 a
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period
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"Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4189.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors
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