Corpus ID: 141240936

Pupil grouping strategies and practices at Key Stage 2 and 3: case studies of 24 schools in England

@inproceedings{Kutnick2006PupilGS,
  title={Pupil grouping strategies and practices at Key Stage 2 and 3: case studies of 24 schools in England},
  author={Peter Jay Kutnick and Steve Hodgkinson and Judy Sebba and Sara Humphreys and Maurice J. Galton and Susan Steward and Peter Blatchford and Ed Baines},
  year={2006}
}
The Department for Education and Skills (DfES) commissioned the University of Brighton (with partner universities Sussex, Cambridge and the Institute of Education, London) to undertake a two-part investigation into the effects of pupil grouping in schools at Key Stages (KS) 2 and 3. The two-part investigation provided: (1) an extended review of the literature that included an analysis and synthesis of current literature that would identify types of pupil grouping suited to particular pupils… Expand
The teaching and learning of pupils in low-attainment sets
This study explored the ways in which schools addressed the needs of pupils in low-attainment class groups, or sets, in the context of multiple and contrary government policy directives andExpand
A Brief Account On Pupil Grouping Strategies In Primary Schools In The United Kingdom
This review article explores the pupil grouping strategies which are based on agegrouping in primary schools in the United Kingdom.It considerstwo main strategies for grouping pupils withinExpand
Analysing the nature of pupils’ interactions in different fixed and mixed ability groups in the primary classroom
Group work is defined as an instructional strategy to encourage social interaction among pupils. Pupils are more likely to work in groups to perform their daily based learning activities in most ofExpand
Effective Teaching and Learning for Pupils in Low Attaining Groups
The study sought to answer four key research questions: 1. What are the population characteristics of pupils in low attainment sets? - 2. What practices and processes do schools use to identify andExpand
Group work: still a neglected art?
The requirement that pupils should work in groups seems to have become a universal panacea among policy makers to solve the problems of globalization in the workplace. In what were once called theExpand
Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared
This article compares the academic performance and classroom behaviour of pupils when taught new concepts or engaged in problem solving in sessions organised either as cooperative group work or wholeExpand
Factors deterring schools from mixed attainment teaching practice
Abstract Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in ‘ability’ groups. Although research has considered some of theExpand
Classes, groups and transitions: structures for teaching and learning
TLDR
The report distinguishes between grouping at the class and within-class levels, and argues that the latter is likely to be more important for pupils’ educational attainments, behaviour and attitudes to schooling. Expand
Teachers’ Orchestration of Mathematics for Different Groups of Students
Class composition for secondary mathematics lessons in England is often decided by measures related to prior attainment, with students grouped with others of similar ‘ability’ and referred to asExpand
Best Practice in Mixed Attainment Grouping
Welcome to the Best Practice in Grouping Students project. Thank you for your commitment to ensuring that the best pedagogy possible is offered to all our students, and especially those fromExpand
...
1
2
3
4
...

References

SHOWING 1-10 OF 84 REFERENCES
Pupil Groupings in Primary School Classrooms: Sites for learning and social pedagogy?
Studies of teaching and learning within classrooms rarely consider the multilayered effects of social context, especially involving within-class groupings. Yet, all pupils in classes are placed inExpand
Grouping of Pupils in Secondary School Classrooms: Possible Links between Pedagogy and Learning
Pupil groupings within classrooms are a constant social pedagogic factor which effect participation and learning. The grouping of pupils provides a dynamic relationship between learning tasks and theExpand
Toward a social pedagogy of classroom group work
Abstract In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as ‘groupings’. The teacher often creates these, and the way that theyExpand
Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure†
This paper reports findings from the first two years of a four-year longitudinal study into the ways that students' attitudes towards, and achievement in, mathematics are influenced byExpand
Setting, Social Class and Survival of the Quickest
The question of whether students should be grouped and taught in classes according to their perceived 'ability' during their school careers is one of the most controversial issues in education. ThisExpand
What are the effects of ability grouping on GCSE attainment
The use of ability grouping is frequently justified on the grounds that it is an effective means of raising attainment. Little large-scale quantitative research has been undertaken since theExpand
It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics
The mathematics achievement of a cohort of 955 students in 42 classes in six schools in London was followed over a four-year period, until they took their GCSEs in the summer of 2000. All six schoolsExpand
Inside the Primary Classroom: 20 Years On
TLDR
This book is unique in being able authoritatively to document the changes - or lack of them - in primary education and teaching practice over the last twenty years. Expand
Higher standards, better schools for all – a critique: can market forces close the social and achievement gap?®
The government's White Paper published earlier this year has clear aims for improving schools, in particular: to address the attainment gap between the high and low achieving schools; and to addressExpand
The Social Psychology of the Primary School
This book sets out to reassess the role of social psychology in educational practice for the primary classroom. It offers an analysis of the ways in which the process and structure of classroom lifeExpand
...
1
2
3
4
5
...