Undergraduates of different levels of ability (IQ) profited differentially from color cueing of instructional materials pertaining to the human heart. Visualization was not equally effective in achievement of different educational objectives (drawing, identification, terminology, and comprehension tests). Delayed retention of material was not…

A choice of friends questionnaire and interviews were used to examine how pupils of similar ability perceived themselves in relation to their peers and to the school system. While the formation of group cohesiveness among remedial children was identified, this did not correlate with antischool values and negative self-images. (Author/SK)

Proposes and tests a model permitting analysis of the relationship between young children's time allocation decisions and the pattern of their early educational achievement. Suggests that these time allocation decisions are influenced by children's ages and abilities relative to their classmates and that the decisions ultimately affect later life…

The purpose of this study was to ascertain if low and high academic achievers (n's = 9) learned a simple stick-pulling task similarly. High achievers performed better early in practice, but the advantage disappeared by the end of the nine trials. (Author)

To investigate children's ability to infer their relative academic ability even when instructional groups are not overtly ranked, the author studied the level of agreement between individual junior-school pupils, their peers, and their teachers on class positions in English, mathematics, and creative writing. Agreement on rankings was high.…

Ways in which age discrimination, a widespread problem in the U.S., manifests itself are discussed. It is suggested that the problem can be eliminated or lessened by judging individuals on more relevant criteria, such as abilities, likes, interests, ambitions, and achievements. (CJ)

Typical characteristics of gifted children are outlined, and suggestions are made for encouraging and increasing their strengths. (JD)

Collected data from 2,720 Hong Kong junior high school students and obtained teachers' reports about students' academic achievement, ability grouping, and the classes' ability level. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Students in classes that…

Describes the Cognitive Acceleration through Science Education (CASE) project which can be used for all ability level students. Explains the Thinking Science activity, "The Behavior of Woodlice". (Author/YDS)

Studied the perceptions of the practice of ability grouping of students in low-ability classes in two secondary schools in Zimbabwe, interviewing five students in each of two classes. Results show that ability grouping had a negative effect on the instruction and learning of learners in low-ability classes and on the social relationships of these…

Although Susan Allan's article in the same "Educational Leadership" issue has cogently delineated ability grouping's academic benefits for gifted youth, she has failed to recognize the emerging reformist agenda to eliminate grouping as racist. Oakes's and Goodlad's descriptions of instruction at various grouping levels have lead to erroneous…

Teachers tend to teach children in different reading groups in qualitatively different ways. Crows (slower readers) work on phonics in isolation twice as often as more accomplished Blue Jays and spend much less time on reading silently or in context. Since this situation inhibits reading achievement, teachers should seek Blue Jay potential in…

Although this study's results favored heterogeneous over homogeneous ability grouping in mainstreamed, middle school classrooms, each arrangement produced desirable and less desirable outcomes. Instructional success can probably be realized by using either approach, so long as off-task and other liabilities can be effectively counteracted.…

A study conducted in Utah shows that ability grouping is harmful to remedial students. Findings from a comparison of mathematics gains for three groups--remedial, average, and accelerated--showed that remedial students learn more in advanced mathematics programs than in those designed for them. (TE)