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1.
The impact of ability grouping on attainment is examined in a cohort of year-9 pupils in 45 mixed secondary comprehensive schools, representing a variety of grouping practices. Analyses using multilevel models reveal an effect of the extent of setting experienced by pupils on progress in mathematics, but not in English or science. In mathematics, pupils attaining higher levels at the end of year 6 make more progress in sets, whereas pupils attaining lower levels make more progress in mixed ability classes. Placement in a high, middle or low set also has a significant effect on mathematics attainment. Possible explanations are discussed and educational implications considered.  相似文献   

2.
In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school.  相似文献   

3.
This article reports on the grouping practices used by a cohort of 10 newly qualified primary teachers for teaching mathematics in different English primary schools. It examines the factors that influence why these teachers group as they do. All the teachers grouped their pupils on the basis of achievement or perceived ability for mathematics. It was found that the factors that influenced the grouping arrangements were complex and not always consistent with the teachers' aims and beliefs.  相似文献   

4.
ABSTRACT

Investigations of aspects of differentiation in primary and secondary schools showed that even teachers believed to be ‘good differentiators' have difficulties in allocating tasks to pupils which are appropriate to their attainment levels. Teachers identified a number of key needs to be met if they were to improve differentiation, in particular the need for detailed, manageable, accessible information on pupils' attainments. Among the needs of learners identified by pupils was a need for more information on their learning goals, problems and the means of their solution. A partnership model of assessment is described which has been developed by teachers to meet the needs of both teachers and pupils.  相似文献   

5.
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.  相似文献   

6.
Cautions on OECD'S Recent Educational Survey (PISA)   总被引：2，自引：0，他引：2  
A new survey of the educational attainments of 15-year-olds was undertaken by OECD in Spring 2000 (the 'PISA survey'). Surprisingly, British pupils appeared to perform in mathematics much better than in an IEA survey carried out only one year previously. This paper examines four main differences in the objectives and methods adopted in the two surveys. (a) Questions in the previous IEA survey were directed to the mastery of the school syllabus by the relevant age-groups, whereas PISA was ostensibly directed to so-called 'everyday life' problems--which provides less guidance for policy on schooling. (b) The IEA survey was based on samples of whole classes including, for example, older pupils who had entered school late, or had repeated a class: PISA excluded the latter pupils as it was based strictly on a 12-months' period of birth; issues of variability of pupils' attainments within a class--important for a class's teachability--cannot therefore be examined in this OECD survey. (c) England's response rate for schools was particularly low (60%, compared with 95% in leading European countries), raising serious doubts as to the inclusion of low-attaining schools. (d) The response rate of pupils (within participating schools in the PISA survey) was lower in England than in any other country, and lower than in the previous IEA survey, suggesting a greater upward bias in reported average scores. The paper concludes that it is difficult to draw valid conclusions for Britain from this survey and planned repeats should be postponed until the underlying methodological problems have been resolved.  相似文献   

7.
There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices including streaming, setting, within‐class ability and mixed ability grouping. Six pupils, of high, moderate or low ability, mixed in gender, in each Key Stage 2 class were interviewed in each school. The findings showed that pupils were aware of how and why they were grouped and accepted the rationales provided. Attitudes towards school were not affected by grouping structures, but pupils' awareness of their place in the pecking order and the nature of teasing in the school were, although these were mediated by school ethos factors.  相似文献   

8.
《Education 3-13》2012,40(1):22-36
ABSTRACT

Grouping pupils by attainment is frequently practised in primary schools yet is associated with detrimental effects for middle- and lower-attaining children. Drawing on a mixed methods study, we find that attainment grouping practices at key stage 2 in primary schools are seldom straightforward. Although grouping by attainment appears to be the dominant form of grouping, the language used by teachers to talk about their classroom practice suggests a varied and sometimes complex picture. We explore how school leaders and teachers justify their grouping practices and conclude that primary school educators endeavour to strike a balance between their concern for the child and the need to respond to the demands of testing and assessment. In the wake of new reforms to primary education, the findings in this study are significant and timely in providing a picture of the types of grouping currently being carried out in primary schools across England.  相似文献   

9.
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning.  相似文献   

10.
Prompted by ongoing concerns over standards of numeracy, eight mathematics teachers from four secondary schools in south Wales formed a teacher inquiry group to research the impact of introducing whole-class interactive teaching strategies into their own practice. Possible teaching approaches and activities were developed and agreed during group meetings. These were trialled by the teachers during their normal mathematics lessons. Lesson observations, interviews with teachers and discussions at the group meetings, however, indicated that the implementation of the approaches varied significantly across teachers. This paper analyses the variation in interpretations and teaching styles, and discusses their impact on the quality of the classroom discourse. The determining features discerned within the classroom dialogue included the extent to which pupils were encouraged to reflect on their mathematical knowledge, and the ways in which teachers were able to scaffold pupils' learning.  相似文献   

11.
This paper focuses upon a long-term strategic approach to tackling school absenteeism and truancy within secondary schools. It utilises a tiered colour-coded concept to monitor the progress of pupils within the groups and subsequently take the appropriate action. The PSCC scheme combines attainment and attendance data collected from pupils' primary schools with monitoring and enhancement strategies within the secondary school. The scheme enables schools to tackle their long-term absentees and erratic attenders as well as those who have learning and/or special needs. Over a five-year period, properly implemented, the scheme has the potential to help to transform the prevailing culture within low attendance schools. The PSCC model utilises school change strategies in a dynamic manner in order to improve the attendance, behaviour and learning support needs of pupils which, in turn, can help to raise standards and attainment levels. It can also help to improve parents' attitudes towards their children's school. Finally, it provides a managerial focal point for staff to combat pupils' absence utilising a whole school approach.  相似文献   

12.
The vast international literature on the effects of different types of ability grouping on self‐concept and pupils' attitudes towards school has focused on pupils from single year groups. This article aimed to explore year group differences in pupils' self‐concept and attitudes towards school as influenced by ability grouping. The study was cross‐sectional in design and measured attitudes towards school and mathematics, general and school self‐concept and preferences for different kinds of grouping in 234 pupils from years 7 through 10 attending a mixed comprehensive school. The findings indicated that mathematics self‐concept was consistently lower than school and general self‐concept; all aspects of self‐concept increased up to Year 9 and then declined in Year 10, pupils in the higher sets tended to have higher self‐concepts; pupil preferences for setting were greater in the higher year groups, as was the extent to which the top set was perceived to be the best. A substantial proportion of pupils wanted to move set, usually to a higher set. Set placement itself did not appear to have a consistent effect on attitudes towards mathematics. This seemed to be mediated by the quality of teaching.  相似文献   

13.
It is widely assumed that increasing the number of teaching assistants (TAs) in the classroom will be beneficial to children, and this is one important aim of the recently implemented Workforce Agreement. But there are still significant gaps in knowledge about many aspects of their deployment and impact. The Class Size and Pupil—Adult Ratios (CSPAR) KS2 study built on earlier findings when the pupils were in reception and Key Stage (KS) 1, and investigated: (1) the deployment of TAs in classrooms and how key parties involved perceived this; and (2) the effect of TAs on interactions involving pupils and teachers in the same classrooms, and on pupil attainments. The study had a longitudinal, mixed method and multi‐informant design. Methods of data collection included: (for the whole sample) questionnaires completed by TAs, teachers and head teachers, assessments of pupil attainments in mathematics, English and science, data on pupil background, and (for a sub‐sample) case studies and a systematic observation study. This study found that the TA's role in KS2 is predominantly a direct one, in the sense of face‐to‐face interactions supporting certain pupils. There was no evidence that the presence of TAs, or any characteristic of TAs, had a measurable effect on pupil attainment. However, results were clear in showing that TAs had an indirect effect on teaching, e.g. pupils had a more active form of interaction with the teacher and there was more individualised teacher attention. This supported teachers' views that TAs are effective in supporting them in this way. The authors conclude that more attention needs to be paid to what they call the pedagogical role of TAs so that they can be used effectively to help teachers and pupils, particularly in the context of the enhanced roles for TAs being introduced as part of the Government's remodelling agenda.  相似文献   

14.
Abstract

International differences in mathematical attainment among secondary school age pupils are well documented, indicating that the performance of pupils in England lags behind that of many other countries: in particular, the average attainment of 13‐ and 18‐year‐old pupils in Japan is significantly higher than that of the corresponding cohort of pupils in England. The causes of the poor performance at secondary schools in England, it is argued, may be found partly in the inferior foundations of mathematical understanding at primary schools, aggravated by the ‘linearity’ of mathematical development and the cumulative effect of failure. Although cultural influences at the societal level and curriculum influences at the governmental level are largely beyond the control of the school, yet the other main influence on mathematical development, namely classroom practice, is determined to a great extent by the class teacher, and can be adapted to improve conceptual learning. By considering the current practice in the teaching of mathematics to six‐year‐olds in Japan within the context of available research evidence relating to effective teaching, and comparing this with the practice in England, areas of possible change can be identified which are largely within the control of the individual class teacher and through which standards of attainment might be improved. This article is based on observations of mathematics teaching to six‐year‐old children in Japan and England in 1995, in the state or public sector of education.  相似文献   

15.
It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning.  相似文献   

16.
ABSTRACT

Small primary schools have often been criticized for their staff's inevitably limited cur‐ ricular expertise and consequent difficulty in providing a full National Curriculum for their pupils. Yet in terms of standards of attainment and quality of teaching such schools are rated rather more favourably than larger ones in OFSTED inspections. Based on an investigation of policy and practice in thirteen small primary schools this article attempts to examine the reality of small schools’ planning and implementation of National Curriculum requirements at Key Stage 2 and suggests possible reasons for their ‘better’ performance, at least as judged by OFSTED inspectors.  相似文献   

17.
《师资教育杂志》2012,38(2):93-94
An important social concern in mathematics education is that the educational attainment of pupils may be influenced by teachers' competence in the curricular area they are teaching. This paper provides some insight into the relationship between student primary teachers' mathematics subject knowledge and their reported confidence to teach that subject. Eighty Bachelor of Education first year students completed an attitudes survey as well as an online mathematics competence test which consisted of 28 randomly generated questions from a bank of approximately 300 questions based on the attainment targets of the Scottish curriculum 5–14 document at level F with some E. Students were asked to rank teacher attributes. Though 98% of the students ranked basic numeracy skills as the most important, 65% of the cohort did not possess these skills. Moreover 95% suggested confidence was important, but confidence levels were found to be low even among students with higher than minimum entry requirements to the undergraduate primary teaching programme. It is perhaps not the level of mathematics that needs to be changed but the nature of mathematics taught and learned at that level that needs to be addressed. This in turn has implications for the approaches and the programmes deployed by Initial Teacher Education courses.  相似文献   

18.
The revised arrangements for national testing, introduced into primary schools in Scotland in January 1993, give the tests a role in confirming teachers' assessments of when pupils have achieved certain levels of attainment. The test units, in reading, writing and mathematics, are used at any time, with individual pupils or with groups, at teachers' discretion. This paper draws upon evidence gathered by questionnaire and interview with primary school teachers and headteachers during a 4‐year evaluation of the implementation of the non‐statutory guidelines of the 5‐14 development programme, the Scottish national curriculum. It explores how teachers are carrying out formative assessment and how they decide when a pupil is likely to succeed in test units at a certain level. There was evidence of considerable moves towards teachers' assessment becoming more systematic, wide‐ranging and more often recorded. However, the moderating role of the tests material has not been taken on board by the majority of teachers for reasons and with consequences which are explored in the paper.  相似文献   

19.
The present study investigated the prevalence of a primary reflex (the Asymmetrical Tonic Neck Reflex) in children attending ordinary primary school and how this related to attainments in a number of academic areas. The effectiveness of a specific movement intervention programme in reducing primary reflex persistence and improving academic attainment was also evaluated.
A comparative study of the progress of 683 children over a two-year period from Years 3 and 5, who completed an intervention programme known as Primary Movement, was carried out using the relative attainments of children at the same schools and standardised scores as baseline and follow-up measures. A second, quasi-experimental study followed the progress of four parallel groups in each of two large schools with the experimental side completing the movement intervention programme while the other side acted as the control.
It was found that ATNR persistence was significantly associated with level of attainments in reading, spelling and mathematics and that boys were more at risk than girls for ATNR persistence. In both studies, it was found that the movement intervention programme had a very significant impact on reducing the levels of ATNR persistence in children and that this was associated with very significant improvements in reading and mathematics, in particular.
This research provides further evidence of a link between the attainment of core educational skills and the interference that may result from an underlying developmental deficit. The effectiveness of the intervention programme in reducing ATNR persistence and in increasing academic attainments suggests that this programme could be used to complement other strategies that have been shown to have a positive effect on children's learning.  相似文献   

20.
The National Curriculum was introduced into British primary schools in 1989 to raise standards of attainment, especially in the basic skills of English and mathematics. Other steps taken to raise standards included putting basic skills at the heart of the school curriculum and teacher training and publishing school performance tables to focus attention on standards. What has been the effect of these measures on children's mathematical attainments? This paper analyses the mathematics standards of eight cohorts of Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) (n = 1502) who had all done Mathematics 7 from 1989–1996. Examination of the means of the standardised mathematics scores for each cohort reveals evidence of stable standards in attainment over the 8 years. There are fewer over‐achievers than one would expect and this indicates that less children in this sample are doing really well than was the case when the test was standardised. Discussion centres on the cost effectiveness and utility of the National Curriculum, assessment procedures and the publishing of school performance tables in raising mathematical standards at Key Stage 1. The need for an effective system for monitoring educational standards throughout the UK is raised.  相似文献   

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