Ability Grouping in English Secondary Schools: Effects on Attainment in English, Mathematics and Science
Ability Grouping in English Secondary Schools: Effects on Attainment in English, Mathematics and Science
复制标题
英语中学的能力分组：对英语、数学和科学成绩的影响
DOI：
10.1076/edre.8.3.299.3854
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发表时间：
2002
影响因子：
1.4
通讯作者：
I. Plewis
中科院分区：
文献类型：
--
作者：
J. Ireson;S. Hallam;S. Hack;Helen Clark;I. Plewis
能力分组对成绩的影响在45所混合中学综合中学的9年级学生队列中进行了研究，代表了各种分组做法。使用多水平模型的分析显示，学生经历的环境程度对数学进步有影响，但对英语或科学没有影响。在数学方面，六年级末达到较高水平的学生在集合中取得了更多的进步，而达到较低水平的学生在混合能力班中取得了更大的进步。排在高、中或低的位置对数学成绩也有很大影响。讨论了可能的解释，并考虑了教育方面的影响。
The impact of ability grouping on attainment is examined in a cohort of year-9 pupils in 45 mixed secondary comprehensive schools, representing a variety of grouping practices. Analyses using multilevel models reveal an effect of the extent of setting experienced by pupils on progress in mathematics, but not in English or science. In mathematics, pupils attaining higher levels at the end of year 6 make more progress in sets, whereas pupils attaining lower levels make more progress in mixed ability classes. Placement in a high, middle or low set also has a significant effect on mathematics attainment. Possible explanations are discussed and educational implications considered.