Primary pupils' experiences of different types of grouping in school

By S. Hallam, J. Ireson, J. Davies. 2004

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Secondary school pupils' satisfaction with their ability grouping placements (2007, background): “Hallam et al. (2004) showed that at primary level pupils were very aware of the grouping structures operating within their schools and the ways that they were allocated to particular groups.”
The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations (2013, background): “…of learners, and learning with non-professional adults A large body of literature has stressed the advantages of types of classroom organisation that involve interaction and cooperation among students, taking advantage of their different levels of attainment (Hallam et al., 2004; Slavin, 1991).”
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): “In this way, students were not required to complete work at their own pace but rather complete work at the pace of the set in which they were placed (Boaler 1997a, 1997b; Hallam, Ireson, and Davies 2004).”