In this commentary on "Does Sorting Students Improve Scores? An Analysis of Class Composition" (Collins and Gan 2013), the author discusses the findings in Collins and Gan's study on grouping to provide appropriate-level instruction to promote students' academic growth. This commentary critiques the credibility and validity of the…

Several studies on cooperative learning suggest that cooperative learning make students develop more higher level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned within one situation to another. Cooperative learning also promotes academic achievement, increases retention, and vastly improves…

Two researchers present their views on effective strategies for ability grouping, pointing out how grouping both low- and high-ability students together can help both to achieve better when they are grouped heterogeneously. (CB)

A rationale is offered for the implementation of full-time programing for gifted students, arguing that scheduling less time does not maximize their potential. Florida programs for the gifted are noted, and suggestions are offered for school district officials who wish to implement similar full-time gifted programs. (JDD)

This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)

Discusses teaching in schools with heterogeneous grouping and in those with homogeneous grouping. Supports multiability classrooms and describes the benefits. Suggests techniques to deal with the range of student ability. (SR)

Questions whether the benefits of separating basic writers into homogeneous classes continue to outweigh the disadvantages. Proposes that teachers gather data about success rates of current basic writing courses (using "mainstreamed" volunteer basic writers) and revise first-year composition courses to ensure they will respond to a wider range of…

Argues that global challenge created by the pressure for change requires educators to understand the balance between continuity and constant change dependence and independence, individualism and community, homogeneity and heterogeneity. To achieve balanced learning and development, education should place greater emphasis on continuity,…

Considers how educational practices may be disintegrating children's development of a sense of a self that strives toward integrity and wholeness. Focuses on the current overemphasis on homogeneous grouping and IQ tests, the dullness of modern textbooks, and the lack of encouragement of critical thinking skills. (SKC)

Argues that traditional classroom practices and educational policies constitute an assault on children. Among the practices considered are standardized testing, homogeneous grouping, drill, fragmented curricula, and restrictions on peer interaction in the classroom. (Author/DB)

To deliver challenging, high-level, fast-paced instruction in public schools, the gifted and talented must be grouped together for at least those subjects in which they are talented and need differentiated instruction. Arguments that less able youth suffer in the absence of gifted students are flawed. (MSE)

This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…

It is argued that lack of sustained academic effort, not student grouping, is the major reason for differences in student performance. Ability grouping is seen as a useful tool, especially in accelerated programs for bright children, that should not be rejected in favor of approaches that ignore individual differences. (MSE)

During a (hypothetical) phone interview with a university researcher, an elementary principal reminisced about a lifetime of reading groups with unmemorable names, medium-paced math problems, patchworked social studies/science lessons, and totally "average" IQ and batting scores. The researcher hung up at the mention of bell-curved assembly lines…

After defining the relevant terms, the author examines the perpetual debate over the pros and cons of ability grouping, noting that, while conclusive research evidence is lacking for either side, teachers overwhelmingly support ability grouping. This, the author feels, may be evidence of a class structure in the schools. (SJL)