Ability Grouping In Education

By J. Ireson, S. Hallam. 2001

134 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/d07b9885786c21d39326a20300d6c47c60a56f59

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Ireson
2. S. Hallam
3. L. Florian
4. Graham Hobbs
5. Judy Sebba
6. A. Vignoles
7. D. Muijs
8. S. McGuinness

Citations in the corpus

• Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, unknown): “…teacher beliefs, prior experience and institutional practices such as ability grouping (in the U.S., Nathan and Knuth, 2003, and in the UK, Ireson & Hallam, 2001), the legacy of a very different teacher training (Ross, 1998), the absence of specific guidance in reform pedagogy (Ball,…”
• What are the effects of ability grouping on GCSE attainment (2005, background): “They tend to treat sets as homogeneous and to adopt different practices when teaching sets and heterogeneous mixed-ability classes (Ireson & Hallam, 2001; Hallam & Ireson, 2003).”
• Effective Teaching and Learning for Pupils in Low Attaining Groups (2007, background): “However, research has also suggested some negative effects of attainment grouping especially for low attainment groups (Harlen and Malcolm, 1997; Hallam, 2003; Ireson and Hallam, 2001; Kutnick et al., 2005).”
• Exploring inclusive pedagogy (2011, background): “…inspectors are trained to judge the extent to which teaching is differentiated by ability level despite the large body of research that documents its negative effects on teacher expectation, student self-perception and curriculum development (e.g. Gillborn & Youdell, 2000; Ireson & Hallam, 2001).”
• Secondary school pupils' satisfaction with their ability grouping placements (2007, background): “…grouping, of itself, does not lead to consistently better or worse attainment for any particular group of pupils (for reviews see Hallam, 2002, Ireson and Hallam, 2001; Sukhnandan and Lee, 1998; Harlen and Malcolm, 1997) most secondary schools in the UK adopt some form of structured ability…”
• Absence from schools : a study of its causes and effects in seven LEAs (2003, background): “7.4 Girls do truant Findings from a survey of 6000 secondary school pupils (Ireson & Hallam, 2001) indicate that although a majority of pupils were happy at school, about a third indicated that they strongly agreed or agreed with the statement ‘most of the time I don’t want to go to school.”
• Is children’s free school meal ‘eligibility’ a good proxy for family income? (2010, background): “…on school effectiveness (Sammons et al., 1993; Strand, 1997), and on the effects of selective versus comprehensive schooling (Atkinson et al., 2006), class size (Blatchford et al., 2003), ability grouping (Ireson & Hallam, 2001), pupil mobility (Strand & Demie, 2006) and ethnicity (Strand, 1999).”