Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

@article{Francis2017ExploringTR,
  title={Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account},
  author={B. Francis and L. Archer and J. Hodgen and D. Pepper and B. Taylor and Mary-Claire Travers},
  journal={Cambridge Journal of Education},
  year={2017},
  volume={47},
  pages={1 - 17}
}
Abstract Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on practice in England. This article… Expand
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