The Effects of Grouping and Curricular Practices on Intermediate Students' Math Achievement.

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Is there still a need for gifted education? An examination of current research (2010, background): “Flexible grouping (Tieso, 2002), class grouping (Rogers, 1999), or cluster grouping (Gentry & Owen, 1999; Tieso, 2002), when combined with advanced content and differentiated instruction, has been shown to be an effective strategy for challenging gifted and talented learners, as well as students fro”
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003, background): “Two recent dissertation studies (Brimijoin, 2001; Tieso, 2002) reported achievement gains for students in effectively differenti ated classrooms.”
Ability grouping is not just tracking anymore (2003, background): “…demonstrated 'that a brief, three-week imple- mentation of enhanced or differentiated curriculum, combined with between- or within-class grouping arrangements, can have a moderate effect on students' achievement in mathematics without the assumed loss of self-esteem or selfefficacy (Tieso, 2002).”