Flexible Grouping and Student Learning in a High-Needs School
Bibliographic Data
| ID | 9729646 |
|---|---|
| Authors | Sharon Castle (corresponding author), Carla Baker Deniz (George Mason University), Michael Tortora (Silver Lane Elementary School) |
| Year | 2005 |
| Volume | 37 |
| Issue | 2 |
| Pages | 139-150 |
| Publication date | 2005-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124504270787 |
| OpenAlex | W2089406491 |
| Language | EN |
| Citations received | 8 |
| References cited | 8 |
The study focused on the impact of flexible grouping on student learning during a period of time in a high-needs school. The study tracked nontransient, below-goal elementary students on multiple literacy assessments during a 5-year flexible grouping implementation. Results showed that the percentage of students attaining mastery increased in 16 of 19 over-time comparisons. Increases in the percentage of students At Mastery ranged from 10% to 57%. The percentage of teachers using flexible grouping on a weekly basis increased from 25% to 95% during the same 5-year period. Teachers attributed the impact of flexible grouping to (a) focused instruction related to particular learning needs, (b) the ability to keep student attention focused on the instructional task, and (c) increased student confidence. The results support the use of flexible grouping to improve student learning for below-goal students without the potentially negative effects of ability grouping
Academic achievement · Literacy · Mastery Learning · Mathematics education · Pedagogy · Student achievement · Task (project management · Education and Technology Integration · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Retracted
Assessing early writing
Parental Evaluation of the Socio-Personal Adjustment of High Ability Students in a Cluster Grouping Program
Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
Towards inclusive education
Interactional Differentiation in the Mixed‐Ability Group
Kindergarten instructional practices and child reading and math growth from kindergarten through third grade
| Citations per year | 0.44 |
|---|---|
| Citation span | 2008 - 2025 (18) |
| Highly cited | No |