Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes
Published in 1986, this book addresses the controversial classroom dilemma of ability segregation versus integration. It presents an extensive review of the current literature and formulates a conceptual framework for analysing the social processes that affect classroom composition and their effects on academic achievement. Applying an innovative framework to two empirical studies of Israeli high schools, the authors highlight the profound implications for classroom organisation, and include an explanation of teachers’ attitudes to pedagogical issues and social influences. Sociologists, teachers and educational psychologists will find this a stimulating but practical study of ability grouping and streaming in schools.

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Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes
Published in 1986, this book addresses the controversial classroom dilemma of ability segregation versus integration. It presents an extensive review of the current literature and formulates a conceptual framework for analysing the social processes that affect classroom composition and their effects on academic achievement. Applying an innovative framework to two empirical studies of Israeli high schools, the authors highlight the profound implications for classroom organisation, and include an explanation of teachers’ attitudes to pedagogical issues and social influences. Sociologists, teachers and educational psychologists will find this a stimulating but practical study of ability grouping and streaming in schools.

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Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes

Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes

by Yehezkel Dar, Nura Resh
Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes
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Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes

Classroom Composition and Pupil Achievement (1986): A Study of the Effect of Ability-Based Classes

by Yehezkel Dar, Nura Resh

Overview

Published in 1986, this book addresses the controversial classroom dilemma of ability segregation versus integration. It presents an extensive review of the current literature and formulates a conceptual framework for analysing the social processes that affect classroom composition and their effects on academic achievement. Applying an innovative framework to two empirical studies of Israeli high schools, the authors highlight the profound implications for classroom organisation, and include an explanation of teachers’ attitudes to pedagogical issues and social influences. Sociologists, teachers and educational psychologists will find this a stimulating but practical study of ability grouping and streaming in schools.

Product Details

ISBN-13: 9780815379713
Publisher: Taylor & Francis
Publication date: 11/21/2017
Series: Routledge Revivals
Pages: 212
Product dimensions: 6.12(w) x 9.19(h) x (d)

About the Author

Dar, Yehezkel; Resh, Nura

Table of Contents

1. Introduction: The Homogeneity-heterogeneity Dilemma. 2. Review of Existing Research. 3. Structure and Processes. 4. Empirical Analysis (1): Classroom Composition and Academic Achievement. 5. Empirical Analysis (2): Classroom Composition, Motivation-Related Variables, and Achievement. 6. Teachers’ Attitudes. 7. Educational Implications.

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