This book is an outgrowth of a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research in May 1982. A major theme of this volume of collected papers is how and in what ways grouping of students can be used effectively. Papers included are: (1) "Instructional Groups in the Classroom:…

Research does not support the popular practice of homogeneous ability grouping. Students are placed in groups through diverse and questionable methods. Teachers usually instruct lower ability groups at a low cognitive level and expect little of students in these groups; poor attitudes and achievement often result. (PP)

Maintains that ability-group tracking focuses on two issues: (1) whether tracking is more effective in promoting student learning; and (2) whether all students benefit from tracking to the same degree. Concludes that tracking, as currently practiced, tends to be both inequitable and, at least for some students, ineffective. (CFR)

Discusses problems with student tracking. Although supporters consider tracking the best way for teachers to handle classroom diversity, many minorities say that it condemns their children to an inferior education. Studies show that heterogeneous classes benefit all students if the teachers adopt flexible instructional methods to handle the…

The author reviews the past few years of experience gained in English schools of mixed-ability teaching in science and makes some personal interpretations of the lessons to be learned from that experience. It is hoped that some of these issues will be of relevance to other countries. (Author/SK)

Maintains that elementary teachers acknowledge that the concept of a homogeneous classroom is a myth. Discusses key teacher behaviors for diverse classrooms. Presents a model lesson and extension activities designed to help students understand and appreciate cultural diversity. (CFR)