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Showing 271 to 285 of 620 results Save | Export
Siegle, Del, Ed. – 1998
These four pamphlets in Spanish offer guidelines supported by theory-driven quality research that is problem-based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or topic notes as well as implications for the classroom. The first guide offers principles for teachers concerning the…
Descriptors: Elementary Secondary Education, Gifted, Grouping (Instructional Purposes), Homogeneous Grouping
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Esposito, Dominick – Review of Educational Research, 1973
The present status and predicted trends with respect to homogeneous grouping suggest that the cardinal objective of providing each child with an equal educational opportunity will NOT be realized. (Author)
Descriptors: Ability Grouping, Educational Environment, Educational Policy, Educational Research
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Cartwright, G. Phillip; McIntosh, Dean K. – Journal of Educational Research, 1972
Grouping heterogeneously, homogeneously, and flexibly made no significant difference in academic achievement in research done on 260 children over a 2-year period. (Editor)
Descriptors: Ability Grouping, Academic Achievement, Classification, Educationally Disadvantaged
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Sharpley, C. F. – Alberta Journal of Educational Research, 1982
Handwriting performance was measured over baseline, direct contingent reward, and implicit reward conditions for elementary-grade children from normal classes. Extinctive reactions present under implicit reward conditions were significantly stronger for groups of eight than for paired subjects. Age-level factors were not significantly related to…
Descriptors: Age, Comparative Analysis, Contingency Management, Elementary Education
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Manning, Maryann; Manning, Gary – Childhood Education, 1981
Argues that traditional classroom practices and educational policies constitute an assault on children. Among the practices considered are standardized testing, homogeneous grouping, drill, fragmented curricula, and restrictions on peer interaction in the classroom. (Author/DB)
Descriptors: Classroom Design, Classroom Environment, Curriculum Design, Educational Philosophy
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Haig-Brown, Celia – Journal for a Just and Caring Education, 1998
Educational institutions should inspire "warrior mothers" to work together against androcentric agendas of homogenization and acculturation. The history of aboriginal women in Canada, whose children were abducted and raised in religious schools, is one of cultural denigration. These students' daughters and granddaughters are the warrior…
Descriptors: Acculturation, Advocacy, Cultural Background, Elementary Secondary Education
Feldhusen, John F. – Gifted Child Today (GCT), 1989
To deliver challenging, high-level, fast-paced instruction in public schools, the gifted and talented must be grouped together for at least those subjects in which they are talented and need differentiated instruction. Arguments that less able youth suffer in the absence of gifted students are flawed. (MSE)
Descriptors: Educational Assessment, Educational Quality, Elementary Secondary Education, Gifted
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Bell, John F. – Educational Studies, 1989
Considers the problems involved with the comparison of science performance of pupils attending single-sex and mixed schools, in which the former achieve higher test scores. Concludes that it is not sensible to attribute differences directly to separation of pupils in schools by sex. Suggests that factors such as preselection of students by ability…
Descriptors: Academic Achievement, Adolescents, Coeducation, Females
Witham, Joan – Gifted Child Today (GCT), 1991
This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…
Descriptors: Curriculum, Educational Needs, Educational Practices, Elementary Secondary Education
Steele, Kathleen J. – Gifted Child Today (GCT), 1991
A small-town school corporation developed self-contained, full-time gifted classes for its elementary school students. This article describes program administration, acceleration and enrichment activities, staffing, and efforts to expand the benefits of the program to others. (JDD)
Descriptors: Acceleration (Education), Educational Improvement, Educational Quality, Elementary Education
Gallagher, James J. – College Board Review, 1993
It is argued that lack of sustained academic effort, not student grouping, is the major reason for differences in student performance. Ability grouping is seen as a useful tool, especially in accelerated programs for bright children, that should not be rejected in favor of approaches that ignore individual differences. (MSE)
Descriptors: Academic Ability, Acceleration (Education), Classification, Elementary Secondary Education
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Dixon, Felicia A. – Journal for the Education of the Gifted, 1998
A review of the literature and research on the academic and social self-concepts of gifted adolescents reveals the importance of considering the unique talents of the individual rather than considering gifted students as a homogeneous group. Implications of the research for encouraging positive self-concepts in these students are drawn. (Author/DB)
Descriptors: Adolescents, Gifted, Homogeneous Grouping, Individual Development
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Kutnick, Peter; Blatchford, Peter; Clark, Helen; MacIntyre, Helen; Baines, Ed – Educational Research, 2005
As part of a project designed to provide information on the nature and uses of within-class pupil groupings for teaching and learning in secondary schools in England, this paper focuses on qualitative interviews with 20 teachers from three core curriculum areas in six schools. Interviews concerned the range and explanations for teachers' choices…
Descriptors: Foreign Countries, Learning Theories, Interviews, Homogeneous Grouping
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Godfrey, J.; Pring, T.; Gascoigne, M. – Child Language Teaching and Therapy, 2005
Children from two mainstream schools who had poor communication skills were selected to take part in this study. Following formal and informal assessments of their language and pragmatic skills, they were randomly assigned to treatment and no treatment groups. Treatment consisted of attending eight weekly sessions of a social skills training…
Descriptors: Pragmatics, Homogeneous Grouping, Group Therapy, Communication Skills
Holly Krysten Irvin Flora – ProQuest LLC, 2005
The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study.…
Descriptors: Mixed Age Grouping, Homogeneous Grouping, Achievement Tests, Reading Achievement
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