The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools

L. Hamilton, P. O'Hara

Research output: Contribution to journalArticlepeer-review

Abstract

Debate around the use of ability grouping in schools, resonates across national boundaries as concerns rise around the possible negative impact on young people, particularly those in already disadvantaged groups. In this paper, a survey focussing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age, the rationale behind the decisions made and the issues and challenges faced by schools.
Original languageEnglish
Pages (from-to)712-721
Number of pages10
JournalTeaching and Teacher Education
Volume27
Issue number4
DOIs
Publication statusPublished - May 2011

Keywords

  • Setting
  • Tracking
  • Ability grouping
  • Inclusion

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