Effects of within-class ability grouping on social interaction, achievement, and motivation

By M. Saleh, Ard W. Lazonder, Ton de Jong. 2005

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Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. (2007, background): “learning favor heterogenous ability grouping (Lou et al., 1996; Saleh, Lazonder, & de Jong, 2005 ).”
Differentiated instruction in a data-based decision-making context (2018, background): “achievement of students in low-ability groups, ability grouping is effective for students in average-ability groups, and ability grouping has no impact on the achievement of students in high-ability groups (Lou et al., 1996; Saleh et al., 2005).”
The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England (2014, background): “Setting has also been implicated in the production of social stigmatisation (Chisaka 2002), lowered academic expectations (Ireson, Hallam, and Plewis 2001), decreased motivation (Saleh 2005) and disenchantment among students in lower groups (Gillborn and Youdell 2001; Hallam and Deathe 2002).”