Peter Palamara
Biographic Data
| ID | 6689891 |
|---|---|
| NAME | Peter Palamara |
| GIVEN NAMES | Peter |
| FAMILY NAME | Palamara |
| SIGNATURE | PALAMARA P |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0001-8163-3333 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Does Class Ability Grouping in Secondary Schools Improve Students’ Literacy Scores on Australia’s Naplan Tests?
Many schools choose to use ability grouping, despite longstanding evidence that it is inequitable and does not improve overall academic outcomes. One reason that the practice of grouping students by ‘ability’ continues is because of pressure to perform on standardised tests. Educators hold beliefs that grouping students for English classes, for example, will improve their literacy scores. This paper presents findings from a study about class abil…
Are Australian schools becoming less inclusive? Changes to class ability grouping practices in Australian secondary schools
Class ability grouping does not improve overall academic results, and is inequitable because it segregates students according to their disability, race, class, gender, and other factors that already make students at risk in education. The practice is not inclusive and previous research has shown that it exacerbates social disadvantage. Despite the evidence, historical efforts to change practices in Australia have been unsuccessful and many school…
No prominent works on this page.
Are Australian schools becoming less inclusive? Changes to class ability grouping practices in Australian secondary schools
Class ability grouping does not improve overall academic results, and is inequitable because it segregates students according to their disability, race, class, gender, and other factors that already make students at risk in education. The practice is not inclusive and previous research has shown that it exacerbates social disadvantage. Despite the evidence, historical efforts to change practices in Australia have been unsuccessful and many school…
Does Class Ability Grouping in Secondary Schools Improve Students’ Literacy Scores on Australia’s Naplan Tests?
Many schools choose to use ability grouping, despite longstanding evidence that it is inequitable and does not improve overall academic outcomes. One reason that the practice of grouping students by ‘ability’ continues is because of pressure to perform on standardised tests. Educators hold beliefs that grouping students for English classes, for example, will improve their literacy scores. This paper presents findings from a study about class abil…
School Choice and Performance (2 works) · Academic achievement (1 works) · Class (philosophy (1 works) · Class (philosophy) (1 works) · Early Childhood Education and Development (1 works) · Education Systems and Policy (1 works) · Educational Assessment and Improvement (1 works) · Gender Studies (1 works) · Gender Studies (1 works) · Inclusion (mineral (1 works)