This study represents classroom observations of a secondary school which employs ability grouping for grades seven through twelve. The effects of ability grouping on the interaction in the classroom was measured with use of Flanders Interaction Analysis. Two history teachers with identical grades and phases were used in this study which began in…

This study investigated the consequences of grouping preservice teachers, enrolled in a course on preconceptions about teaching, according to Myers-Briggs Type Indicator personality types. Journals, papers, and interviews indicated that grouping was a significant learning experience for all students. Students gained greater awareness of learning…

Describes the effort of a middle-school teacher to incorporate heterogeneous grouping into her math class. One day per week, heterogeneously grouped math students worked in teams to solve and present solutions to different kinds of logic problems. Suggests that flexibility and freedom to be creative are the keys for incorporating new ideas into…

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)

Presents a brief overview of the theoretical and historical developments surrounding questions about grouping students by ability. Aims to extend theoretical positions further by examining the way in which setting and mixed-ability teaching influenced the motivations, perceptions, and eventual attainment of students in two British schools. (DSK)

A commentary precedes this previously published study that indicates fifth-grade and eighth-grade students in homogeneous classes perceived that their teachers held higher expectations of them than did students who were heterogeneously grouped. The statistical methods used in the study are explained, along with key findings. (Contains references.)…

This paper discusses the use of outdoor education activities with adolescent at-risk girls. Many young women in this age group unconsciously adopt stereotypical female roles and perceive their identities in terms of their relationships to males. A women-only group provides space in which girls and young women can search for their identities,…

In the United States and in most of the world, a recent trend in education has been movement away from single-sex secondary schooling and toward coeducation. Single-sex schools are closing or merging for reasons that often have very little to do with the academic merits of coeducation or single-sex education at the secondary level. This study…

To investigate teaching techniques with trainable mentally retarded children, 29 day classes were visited twice; 100-minute observation periods were recorded on tape at each visit. Eight major areas of teaching methods were found: feeling tone, guidance and reinforcement, individual and group control, involvement of children in lesson, motivation,…

In December 1968, Teachers College, Columbia University and the Board of Education in Plainfield, New Jersey initiated a study of the policies and procedures concerning student grouping in the Plainfield School System. As the study proceeded, however, an effort was made to examine other aspects of the operation of the schools which related to the…

Discussion of the effects of group aptitudes on achievement during small group learning highlights two studies that examined the effects of group composition on high and low aptitude college students. Heterogeneous and homogeneous aptitude groups are described, and an individual mastery contingency in the second study is explained. (21 references)…

Attitudes of gifted students placed in homogeneous classes were compared to students not identified as gifted in regular heterogeneous classes. Student perceptions of themselves as learners, student perceptions of teachers' behaviors and expectations, and academic achievement were assessed for 105 students in grades 5 and 8. (SW)

A study that videotaped 12 Mexican-American and 12 Anglo-American junior high school students with learning disabilities while they wrote stories in ethnically heterogeneous and homogeneous dyads, found students were skilled in maintaining positive and assertive reciprocal interactions whether they were paired with partners of the same or…

A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted…

This monograph examines educational programs for students who are gifted and talented in the visual arts, through a review of the literature on gifted/talented education and art education and examination of programming opportunities. Relevant educational history from 1850 to the present is reviewed. The research review encompasses four national…