In her previous books, "Literacy Work Stations and Practice with Purpose," Debbie Diller showed teachers how to productively occupy the "rest of the class" while meeting with small groups. Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. "Making the Most of Small Groups" grapples with…

The negative effects of long-term ability grouping has been discussed often in educational literature, and recent research has identified several areas of concern, including a need for more variety in intra-class instructional grouping. Whole language educators are apparently so dissatisfied with the traditional, rigid three-group plan that they…

Presents two basic parallel block elementary school schedules (schedules in which a block of time is scheduled for essential and/or desired small skill groups parallel to large instructional activities). Contends that parallel block scheduling in elementary schools can lead to improved instructional programs for low achievers. (GC)

The results of an earlier experimental study of the effectiveness of a set of principles for small group instruction in first grade reading groups called for a revision of the list of principles. Revised principles were written for (1) group organization (seating, transitions, starting the lesson); (2) the introduction of lessons and activities…

Three conclusions were drawn about within-class grouping after reviewing the work of several researchers on the following topics: teacher and student behavior, academic achievement, perceptions about reading groups, social class membership and reading group assignment, and the role of group cohesiveness. The conclusions were that: (1) although the…

A study tested two hypotheses aimed at explaining the "self-fulfilling prophesy" that results when students are divided into ability group systems. The differential instruction hypothesis explains achievement differentials produced by grouping systems in terms of the differential instruction received by students. The peer differentials…

THIS ANNOTATED BIBLIOGRAPHY ON CLASSROOM ORGANIZATION FOR READING INSTRUCTION IS COMPOSED OF 112 CITATIONS RANGING IN DATE FROM 1948 TO 1964. ITS DIVISIONS INCLUDE GENERAL SOURCES, GROUP DYNAMICS, HOMOGENEOUS VERSUS HETEROGENEOUS, CROSS-CLASS GROUPING, NONGRADED SCHOOLS AND THE UPGRADED PRIMARY, PROGRAMED INSTRUCTION, TEAM TEACHING AND EDUCATIONAL…

Recent research by Smith and Glass indicates that academic achievement is often correlated with class size. Findings from the Beginning Teacher Evaluation Study suggest that teachers can do a better job with smaller classes partly because they are able to individualize instruction. Yet the possibility of reducing class size significantly is…