This study's goal was to investigate the effect of homogeneous and heterogeneous pairs in terms of individual differences on group compatibility, flow, and coding performance in pair programming. In line with this goal, five individual difference variables of gender, learning style, friendship, the conscientiousness component of personality…

The criterion-related validity of divergent thinking (DT) tests has been questioned because of relatively low correlations between DT test scores and creative performance. A possible inhibiting factor in previous correlations--heterogeneity of the sample--has been ignored. If groups with different DT profiles are involved in this line of research,…

Heterogeneity of variance may be more than a statistical nuisance--it may be of direct interest as a result of individual differences. In studies of short-term fluctuation, individual differences may relate to the magnitude of within-person variation as well as to level of an outcome or its covariation with other processes. Although models for…

This paper identifies fundamental characteristics of successful heterogeneous public schools, outlining examples of practices that enable schools to accommodate greater student variance. Characteristics include, among others, outcomes-based instructional models; utilization of peer power; cooperative learning; opportunities for professional…

Describes the advantages of dividing students into heterogeneous sub-groups within a biology class so as to bring forth the private experiences of students which can then be validated by the class as a whole. (BR)

Discusses the consequences of tracking students, how one English teacher moved to heterogeneous grouping, and multiple intelligences and tracking. Asks why educators continue to track students when Howard Gardner has shown that there are at least seven distinct ways that humans come to know and learn. (RS)

As college student populations become more diverse and classes become more heterogeneous, instructors have an opportunity to implement leadership models based on the goals of empowerment, cooperation, inclusion, and collaboration. A heterarchical notion of leadership (in which information and authority flow across channels and input from all…

Marian Matthews' article in the October 1992 issue of "Educational Leadership" reports that many gifted students are resentful of cooperative learning structures. Cooperative learning is not just a teaching technique but involves learning to respect and appreciate others' differences. Much of Matthews' criticism actually addresses…

This article addresses six myths often used to oppose ability grouping of gifted students. These concern distinctions between tracking and ability grouping; ability grouping and elitism; discrimination against racial and minority groups; gifted students' supposed lack of special needs; the effectiveness of cooperative learning for all students;…

The advanced typewriting course (for college students) effectively provided for individual differences through the use of proficiency tests, pretests, learning assignment units at three student-selected levels, timed tests, and individual pacing. (MS)

Examines a model for identifying homogeneous subgroups within the larger heterogeneous group found in an introductory psychology course. In order to increase the number of individuals able to succeed within a class, teachers must direct their attention toward the underlying processes of task performance and the characteristic ways in which…

Describes a range of alternative organizational patterns which are possible in mixed ability situations and attempts to make explicit their underlying values and assumptions. (Author/RK)

This paper discusses the use of student groups in formal education. A model is proposed which involves the development of student interdependence on common tasks, the use of group incentives which may be earned through competition with a standard or with other groups, and the exchange of student resources in teaching and learning. In contrast to…

The relevant debate is not whether students differ but what schools should do about student achievement differences. Some forms of ability grouping may be justifiable, but those who would group students should have the burden of proving its effectiveness, because the negative consequences can be serious. (SLD)

The "class trap" is defined as the problems which can arise when all students in the class are required to progress at the same rate. To illustrate this concept, a case study is presented of arithmetic instruction in a single class, then strategies to avoid the trap are outlined. (SJL)