Steering Groups, Leveling Effects, and Instructional Pace
Bibliographic Data
| ID | 11366361 |
|---|---|
| Authors | Robert B Burns (corresponding author) |
| Year | 1987 |
| Volume | 96 |
| Issue | 1 |
| Pages | 24-55 |
| Publication date | 1987-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/443880 |
| OpenAlex | W2016705860 |
| Language | EN |
| References cited | 7 |
The purpose of this yearlong study of two mathematics teachers was to examine instructional pacing under two forms of instructional organization. The first teacher used a student-paced format where micro-computers were used to correct work assignments and administer mastery quizzes to students. The second teacher used a more typical teacher-paced format with the teacher making work assignments to students several times a week and allowing ample time for assignment completion and correction. Analysis of student work during the school year revealed considerably more assignments completed under the student-paced approach than under the teacher-paced approach. The difference in work completed is a plausible explanation for the achievement differences in favor of the student-paced format. In addition, a leveling effect occurred in the teacher-paced classes, with the high-ability students demonstrating no gain under teacher-paced conditions. The work and achievement data illustrate a number of important issues concerning the potential consequences associated with instructional pace
Academic achievement · Mathematics education · Pace · Student achievement · Work (physics · Education and Technology Integration · Engineering · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
How schools work
Generalized expectancies for internal versus external control of reinforcement.
Teacher Responses to Student Time Differences in Mastery Learning
Instructional Pace Differences and Their Effect on Reading Acquisition
Effects of Whole Class, Ability Grouped, and Individualized Instruction on Mathematics Achievement
Systems of Ability Grouping and the Stratification of Achievement in Elementary Schools
Instructional and Institutional Effects of Ability Grouping
| Citation velocity | historical |
|---|---|
| Highly cited | No |