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 language | English |
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Pages (from-to) | 712-721 |
Number of pages | 10 |
Journal | Teaching and Teacher Education |
Volume | 27 |
Issue number | 4 |
DOIs | |
Publication status | Published - May 2011 |
Keywords / Materials (for Non-textual outputs)
- Setting
- Tracking
- Ability grouping
- Inclusion