Reports findings from the first two years of a four-year longitudinal study on the influence of ability grouping practices on English students' attitudes and achievement in mathematics in six schools. Traces achievement and attitudes of students as they move from Year 8 to Year 9 using questionnaires, interviews, and classroom observation. (CMK)

Examines the relationship between ability grouping of media writing students and their writing competence over time. Finds that students in the different ability groups start the media writing course with a wide gap in mechanical skill level; the gap is eliminated at final exam time. Notes that when students are measured on the same set of skills…

The Chinese system of education is described, emphasizing the "Key Point" schools which serve gifted and creative students and are better funded than other schools. These students, from primary level to high school, complete informational, political, and behavioral studies and are expected to study up to 16 hours each day. (JDD)

Reports findings of a small-scale study on middle school students' use of interactive videodisc. Types of learning activities in which the ability-grouped pupils engaged are identified, the proportion of time spent on each activity is shown, and the dynamics of group process are discussed. (eight references) (Author/LRW)

To shed light on appropriate grouping practices for early adolescents, this article presents current data on using between-class grouping and regrouping in American schools serving this population, based on the 1988 Johns Hopkins University middle school survey. Findings show that learning opportunities in the middle grades remain highly…

For anchor test equating, 3 linear observed score methods are derived for populations differing in ability. Each version requires that the correlations of the tests with the selection variable be known. Five sets of assumptions are made for each model--yielding 15 methods--which are then related to existing methods. (SLD)

This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)

The research on identifying and educating gifted youth supports the use of multiple identification measures, accelerated instruction, and ability grouping. (Author/TE)

Reviews research on the practice of ability grouping (the grouping of students for instruction by ability or achievement to create homogeneous instructional groups). Notes several negative effects of ability grouping, and discusses the implications of this research for classroom practice. (MM)

Disagrees with Whitson's central point that the creative element in schools is in the minority. Also takes issue with Whitson's perception of the historic role of education in this country, using data that show how education has been viewed, since the nation's founding, as an endeavor to direct students' behavior toward compliance, not…

The article discusses the concept of whole-group instruction. After noting criticism of whole-group instruction, the paper examines research on the effects of class size and academic achievement, classroom tasks, altering instructional variables, and ability grouping. Fifteen practical suggestions for teaching whole groups are included. (SM)

Questionnaire results indicate that, although first-year, undergraduate science students (n=109) recognize the correct sources of energy for organisms, they simultaneously hold misconceptions about other essential, but nonenergy-supplying, conditions as sources of energy supply. Occurrence rates for these misconceptions vary with the students'…

A study of 184 pupils at a British comprehensive school (59 percent white, 41 percent Asian) showed that, in English, math, and science, white students were generally assigned to higher ability groups disproportionately to the racial composition of the sample. (SK)

Inclusive schools have a cohesive sense of community open to differences and responsive to individual needs. This sense of community is disrupted by the practice of pulling out gifted children for special services. Inclusion involves changes in philosophy, curriculum, teaching strategy, and structural organization. Schools should embrace…

The debate over how to educate gifted children reflects a larger conflict in American education: equity versus excellence. Many teachers see gifted programs as a challenge to their competence; others consider cooperative learning as a threat to the education of gifted students. (IAH)