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Gunarhadi, Sunardi; Anwar, Mohammad; Andayani, Tri Rejeki; Shaari, Abdull Sukor – International Journal of Special Education, 2016
The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two…
Descriptors: Mathematics Achievement, Inclusion, Mathematics Instruction, Cluster Grouping
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Thomson, Margareta Maria; Nietfeld, John L. – Journal of Educational Research, 2016
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three…
Descriptors: Elementary School Teachers, Beliefs, Educational Practices, Classroom Techniques
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Brulles, Dina; Peters, Scott J.; Saunders, Rachel – Journal of Advanced Academics, 2012
An increasing number of schools are implementing gifted cluster grouping models as a cost-effective way to provide gifted services. This study is an example of comparative action research in the form of a quantitative case study that focused on mathematic achievement for nongifted students in a district that incorporated a schoolwide cluster…
Descriptors: Academically Gifted, Action Research, Mathematics Achievement, Academic Achievement
Brulles, Dina; Saunders, Rachel; Cohn, Sanford J. – Journal for the Education of the Gifted, 2010
Although experts in gifted education widely promote cluster grouping gifted students, little empirical evidence is available to attest to its effectiveness. This study is an example of comparative action research in the form of a quantitative case study that focused on the mandated cluster grouping practices for gifted students in an urban…
Descriptors: Academically Gifted, Action Research, Mathematics Achievement, Cluster Grouping
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Malmberg, Lars-Erik; Little, Todd D. – Learning and Instruction, 2007
Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means--ends beliefs, normative difficulty,…
Descriptors: Academically Gifted, Motivation, Profiles, Grade 6
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Pedder, David – Curriculum Journal, 2007
This article reports findings from a survey of the values and perceived practices of 1212 members of staff in 32 schools in England participating in the "Learning How to Learn" (LHTL) project in relation to teachers' professional learning. Through factor analysis four underlying dimensions of teachers' learning practices were developed.…
Descriptors: Foreign Countries, Lifelong Learning, Learning Strategies, Factor Analysis