Transcription of Instructional Grouping in the Classroom
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Instructional Grouping in the Classroom
SCHOOL IMPROVEMENT RESEARCH SERIESR esearch You Can UseClose-Up #2 Instructional Grouping in the Classroom1987 Beatrice A. WardINTRODUCTIONThe knowledge base regarding use of Instructional Grouping in the Classroom includes findingsfrom research on effective schools, effective teaching, student academic achievement, studentperceptions of self and others, student motivation, student attitudes toward school, and studentfriendships and interactions in the Classroom and school. A dominant theme in the researchfindings is that some types of Instructional Grouping contribute to more positive academic andaffective outcomes for students. Other groups, particularly stable, long-term groups based onstudent ability, have a negative effect upon Close-Up synthesizes this research for use by teachers, school principals and others who wishto improve the quality and effectiveness of the educational opportunities provided to students intheir Classroom has been grouped when the one large group of students assigned to that Classroom isdivided into a set of smaller groups for some portion of the time they are in the Classroom .
classroom management problems associated with the use of small groups. An exception to student achievement gains occurs in long-term ability groups. Positive achievement effects are found only for high ability students, and these results occur only in some studies. No effects occur for moderate ability students beyond the learning that occurs when
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