The effects of grouping and curricular practices on intermediate students' math achievement.Researchers are aware that grouping students by prior knowledge may result in moderate gains in intermediate grade students' mathematics achievement. Despite this research, many teachers continue to teach the way they were taught: one curriculum for all students regardless of students' readiness. Additionally, researchers have raised concerns about the effects of flexible grouping on students' self-esteem. The purpose of this study was to investigate the combined effects of grouping with appropriate curricular practices on intermediate students' mathematics achievement. A further purpose was to compare classrooms that featured whole class instruction but were distinguished by the type of curriculum implemented: regular textbook textbook Informatics A treatise on a particular subject. See Bible. versus a modified or remodeled curriculum unit. A pretest-posttest, comparison group-experimental group design using a purposive pur·po·sive adj. 1. Having or serving a purpose. 2. Purposeful: purposive behavior. pur sample of 31 teachers and their students (N = 645) from 4 diverse school districts was used in this study. Teachers implemented 3 different types of grouping practices (whole class. Joplin Plan, and flexible small groups [FSG See Linux Foundation. ]) and 2 types of curricular practices (modified and differentiated). Repeated Measures Analysis of Variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial. In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality was employed to investigate the effects of different grouping arrangements and appropriate curricular design on the treatment and comparison groups. Results indicated significant differences, F(5, 253) = 40.988, p < .001 (ES = .42), between treatment groups exposed to an enhanced unit and the comparison groups after adjusting for grade level (4 or 5). Further, results indicated significant differences, F(11,645) = 55.816, p < .001 (ES = .52 for FSG, ES = .28 for Joplin), among curricular (modified or differentiated) and grouping (whole, between and within class) treatment groups after adjusting for grade level (4 or 5). Qualitative procedures were used to analyze data from self-report instruments, observers' reports, interviews, and focus groups with teachers and students. Results indicated that teachers and their students preferred the between and within class grouping arrangements to their typical whole class grouping plan. Additionally, teachers and students enjoyed and were motivated mo·ti·vate tr.v. mo·ti·vat·ed, mo·ti·vat·ing, mo·ti·vates To provide with an incentive; move to action; impel. mo by the enhanced or differentiated curriculum. Carol L. Tieso is an assistant professor in gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or at the University of Alabama The University of Alabama (also known as Alabama, UA or colloquially as 'Bama) is a public coeducational university located in Tuscaloosa, Alabama, USA. Founded in 1831, UA is the flagship campus of the University of Alabama System. . She completed her Ph.D. at the University of Connecticut The University of Connecticut is the State of Connecticut's land-grant university. It was founded in 1881 and serves more than 27,000 students on its six campuses, including more than 9,000 graduate students in multiple programs. UConn's main campus is in Storrs, Connecticut. in June, 2000. Her research interests include the impact of flexible grouping and curriculum differentiation models on students' achievement and addressing the social and emotional needs of gifted, talented, and creative students. E-mail: Ctieso@bamaed.ua.edu |
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