Christa Norris
Biographic Data
| ID | 6328147 |
|---|---|
| NAME | Christa Norris |
| GIVEN NAMES | Christa |
| FAMILY NAME | Norris |
| SIGNATURE | NORRIS C |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0001-9396-3604 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 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…
Rigidity of class ability grouping practices in Australia
Inequity in education is pronounced when data is used to form rigid class ability groups. Rigid grouping means that students with backgrounds that disadvantage them in education can be locked into low ‘ability’ class groups. In contrast, informed and flexible use of data can support adaptable and heterogeneous ability grouping, which better accommodates the diverse needs and potentials of students. This approach ensures that students are not perm…
No prominent works on this page.
Rigidity of class ability grouping practices in Australia
Inequity in education is pronounced when data is used to form rigid class ability groups. Rigid grouping means that students with backgrounds that disadvantage them in education can be locked into low ‘ability’ class groups. In contrast, informed and flexible use of data can support adaptable and heterogeneous ability grouping, which better accommodates the diverse needs and potentials of students. This approach ensures that students are not perm…
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 work) · Artificial Intelligence (1 work) · Class (philosophy (1 work) · Class (philosophy) (1 work) · Computer Science (1 work) · Education Systems and Policy (1 work) · Educational Assessment and Improvement (1 work) · Engineering (1 work) · Higher Education Research Studies (1 work)