Evidence suggests that single-sex groups for science, whether in mixed schools or in single-sex schools, do not improve the attainment of girls in first-year science. Boys are shown to perform equally well upon knowledge-based tests; but upon mechanical reasoning and evaluation of data tests, boys perform significantly better than girls. (Author)

Discusses development of pupil grouping in European compulsory education into two opposite class organization types, mixed ability classes and ability-grouped classes. Categorizes the types along two dimensions with three program types and three grouping types, yielding nine teaching categories. Discusses comparative results of streaming and mixed…

Trainee programers were studied to see which structure for training was most effective--groups selected by personality traits, random grouping, and individuals. The selected groups were superior in technical information but individuals showed best productivity rate. (MS)

Data are presented for 13 mixed-sex junior schools which show different effects of school regime on boys' and girls' attainment in relation to intelligence. (Author)

Describes a successful middle school mathematics program that groups students according to the lowest skill they have not mastered, irrespective of the grade the student is in. (IRT)

Studied reference processes in within-class grouping for elementary school students in the Netherlands in homogeneous (n=16) and heterogeneous (n=14) classes. Findings indicate that homogeneous grouping sets strong reference processes in motion, and processes of comparison have considerably greater effects in homogeneous groups, with negative…

Four measures of performance of three types of pairings (boy/boy, girl/girl, girl/boy) involved in completion of a language task on microcomputers gave consistent results. Single-gender pairs improved in comparison with individuals working alone but mixed-gender pairs did not. Single-gender pairs tended to share task and discuss solutions, whereas…

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)

Examines group cohesiveness and client satisfaction for clients in homogeneous and heterogeneous counseling groups. Results of questionnaire reveal a significant relationship between group cohesiveness and client satisfaction. Homogeneous counseling groups reported higher cohesiveness and satisfaction than heterogeneous group members. Discusses…

This preliminary study assessed differences in symbolic play behavior among 20 verbal and nonverbal children with autism, ages 2.5 to 3.6 years. Results indicated significant differences in symbolic play behavior with the verbal group demonstrating a higher order level of performance. Results underscore the importance of not considering all young…

This digest in a question and answer format, provides basic information on cluster grouping of gifted students. Questions address such concerns as: the meaning of cluster grouping, differences between cluster grouping and tracking, advantages of cluster grouping, learning needs of gifted students, the argument that gifted education is elitist, the…

This book is an outgrowth of a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research in May 1982. A major theme of this volume of collected papers is how and in what ways grouping of students can be used effectively. Papers included are: (1) "Instructional Groups in the Classroom:…

Report of a speech delivered by W. Eugene Ferguson in a Subject-Field Meeting, Annual Conference of the National Association of Independent Schools, February 1969.

RESEARCH WAS CONDUCTED TO FIND THE VALUE OF AN ENRICHED ELEMENTARY SCHOOL PROGRAM FOR A HOMOGENEOUS GROUPING OF MENTALLY SUPERIOR STUDENTS. STUDIES WERE CARRIED OUT WITH AN EXPERIMENTAL AND A CONTROL GROUP TO FIND DEVELOPMENT IN LEADERSHIP CAPACITY, INTERESTS, ABILITY TO DRAW CONCLUSIONS, ARTISTIC ABILITY, AND SOCIAL ADJUSTMENT. OBJECTIVE…