This study analyzes the effects of ability grouping on self-concept measures in a sample of 211 German students in their 1st year at the top track of secondary school (grade level 5; mean age: 10.46 years). 156 students, 55% of whom were female, attended regular classes, while 46 students, of whom 33% were female, attended special classes for the…

This study traces the controversy over the classification of children according to their ability from its origins in the development of the mental testing movement after 1916. The campaign to organize the schools largely on the basis of standardized tests of intelligence drew substantial support after 1920 from the development of research bureaus…

TALENT WAS BROADLY DEFINED TO INCLUDE ALL AREAS OF CONSTRUCTIVE HUMAN ENDEAVOR. DEVELOPMENT OF TALENT THROUGH RESEARCH AND EXPERIMENTATION WAS ATTEMPTED. EXPERIMENTAL STUDIES AND PROCEDURES USED BY THE SCHOOLS TO DEVELOP MANY DIVERSIFIED TALENTS OF PUPILS IN THE REGULAR CLASSROOM SITUATIONS WERE DESCRIBED. ELEMENTARY SCHOOLS PRESENTLY PROVIDE…

To test the hypotheses that both a school-type effect and a subject-type effect influence teachers' opinions of the value of homogenous classes, a study was conducted of Israeli high school teachers. The study found that the socioeducational context of teaching consistently influences attitudes towards homogenous groupings. (MT)

A case is advanced in favor of homogeneous ability grouping for mathematics instruction. (MM)

Over specialization in sixth form courses has caused number of university dropouts to increase from 5 percent to 15 percent between 1961 and 1967. (IR)

Three experiments in the field of education have provided some interesting insights into teacher-student relationships. The findings of these experiments are not only applicable to education, but to personnel supervision generally. (Editor/MR)

The purpose of this study was to investigate first-grade children's use of requests and responses in their homogeneous reading groups. The results showed that ability groups differed in their use of requests and responses, and that particular aspects of requests predicted obtaining appropriate responses, which were almost always "on-task."…

Standardized reading test scores, family socioeconomic status (SES), and teacher-assigned reading groups of pupils in 37 midelementary classrooms from four school districts were examined. Little support was found for the conjecture that pupil or teacher social class plays a major role in elementary school reading grouping. (Author/GK)

Provides a synthesis and a critique of Kulik and Kulik's metasynthesis and Slavin's best-evidence syntheses regarding ability grouping for gifted students. Although both studies address important issues, concerns such as teacher and parent attitudes to grouping and use of gifted students as role models are ignored. Includes 22 references. (MLH)

A study of 10 Long Island school districts suggests that successful detracking is tantamount to school restructuring. To succeed, a detracking effort must acknowledge the magnitude of the changes involved. Detracking must be carefully planned and initiated, address skeptics' and resisters' concerns, prepare teachers adequately, and align…

Sapon-Shevin's classroom scenarios featuring creative, inclusive adaptations for gifted students are unrealistic. Special programs for advanced learners are typically established because their needs are overlooked in regular classrooms. Teachers are more inclined to make adjustments for struggling learners than for advanced ones. By viewing gifted…