Peer reviewedERIC Number: EJ559525
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Available Date: N/A
Instructional Grouping for Reading: Teachers' Views.
Moody, Sally Watson; Vaughn, Sharon; Schumm, Jeanne Shay
Remedial and Special Education, v18 n6 p347-56 Nov-Dec 1997
Individual and focus group interviews with 49 third-grade regular and special education teachers revealed that teachers value control over their decisions on grouping for reading instruction. Regular teachers reported they preferred whole class and mixed ability grouping arrangements for social and academic reasons, whereas special educators supported same-ability grouping strategies. (DB)
Descriptors: Disabilities, Elementary School Teachers, Focus Groups, Grade 3, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping, Interviews, Primary Education, Professional Autonomy, Reading Instruction, Regular and Special Education Relationship, Special Education Teachers, Teacher Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
