Secondary school teachers' attitudes towards and beliefs about ability grouping
Bibliographic Data
| ID | 5265458 |
|---|---|
| Authors | Susan Hallam (0000-0002-6705-0614, University of London, corresponding author), Judith Ireson (University of London) |
| Year | 2003 |
| Volume | 73 |
| Issue | 3 |
| Pages | 343-356 |
| Publication date | 2003-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709903322275876 |
| PMID | 14672148 |
| OpenAlex | W1990132623 |
| Language | EN |
| Citations received | 19 |
| References cited | 8 |
Background: Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK.Aims: This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications.Sample: The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school.Methods: Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions.Results: The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes.Conclusions: Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training
Context (archaeology) · Mathematics education · Pedagogy · Sample (material) · School teachers · Subject (documents) · Education, Achievement, and Giftedness · Educational Assessment and Pedagogy · Psychology · Student Assessment and Feedback
Class-Level School Performance and Life Satisfaction
“Look at them! They all have friends and not me”
Teachers and lower attaining boys
Educators’ attitudes towards refugee pupils
Setting and within-class ability grouping
English for general purposes (EGP) as a means to improve undergraduate freshmen’s language proficiency in Taiwan
Ability Grouping in Schools
Primary pupils' experiences of different types of grouping in school
Cultural beliefs and equity in educational institutions
The incidence and make up of ability grouped sets in the UK primary school
Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes
A national survey of ability grouping practices in secondary school physical education in England
Grouping practices in the primary school
Secondary school pupils' satisfaction with their ability grouping placements
Secondary school pupils' preferences for different types of structured grouping practices
What are the effects of ability grouping on GCSE attainment
Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes
Reading development in a tracked school system
Immigrants in the Educational System in Spain
| Unique citing works | 19 |
|---|---|
| Citations per year | 0,86 |
| Citation span | 2004 - 2024 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 18 |