Ability Grouping Practices in the Primary School: A survey     

Susan Hallam  Judith Ireson  Veronica Lister  Indrani Andon Chaudhury  Jane Davies 《Educational studies》2003,29(1):69-83

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   

Developing formative assessments for postgraduate students in engineering   总被引：1，自引：0，他引：1  

Michael Burrow  Harry Evdorides  Barbara Hallam  Richard Freer-hewish 《European Journal of Engineering Education》2005,30(2):255-263

This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials.  相似文献   

Patriotic Education in a Global Age     

Rena Beatrice Goldstein 《Educational theory》2019,69(5):646-652

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Learning moves home     

Karen Kurotsuchi Inkelas  William J. Zeller  Rena K. Murphy  Mary L. Hummel 《About Campus》2006,10(6):10-16

Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story.  相似文献   

A Two-State Study of Family Child Care Engagement in Quality Rating and Improvement Systems: A Mixed-Methods Analysis     

Rena Hallam  Alison Hooper  Kaitlin Bargreen  Martha Buell  Myae Han 《Early education and development》2017,28(6):669-683

ABSTRACT

Research Findings. The current study is a mixed-methods investigation of family child care provider participation in voluntary Quality Rating and Improvement Systems (QRIS) in 2 states. Study 1 is an analysis of matched QRIS and child care licensing administrative data extracted from both states in May, 2014. Poverty and population density variables were added to the dataset by aligning U.S. Census data and Rural Urban Commuting Area codes (RUCA) to the matched state child care data. Participation patterns differed in the 2 states relative to provider characteristics (subsidy receipt, years licensed, and location). Study 2 consists of focus groups with participating (n = 22) and non-participating (n = 19) providers. Professionalism and financial incentives emerged as significant in attracting family child care providers to QRIS. Although family child care providers identified several clear benefits to QRIS, many more challenges emerged that negatively impact their participation. Practice or Policy. As most states are employing a QRIS framework to integrate quality improvement efforts, perspectives from this sector of early care and education are often overlooked. Study findings suggest that QRIS can be more responsive and effective with family child care providers if more consideration of their unique features are considered in systems design and implementation.  相似文献   

Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools     

Judith Ireson  Susan Hallam 《Learning and Instruction》2009,19(3):201-213

The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14–15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement.  相似文献   

The association between academic self‐beliefs and reading achievement among children at risk of reading failure     

Allyn Fives  Dan Russell  Norean Kearns  Rena Lyons  Patricia Eaton  John Canavan  Carmel Devaney  Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232

This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample.  相似文献   

Association News     

Hallam BB 《Bulletin of the Medical Library Association》1957,45(1):98-103

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The Impact of Disordered Eating Behavior on College Relationships: A Qualitative Study          下载免费PDF全文

Elizabeth C. Paul  Rena Pazienza  Kieran J. Maestro  Ashley Flye  Paula Mueller  Jessica L. Martin 《Journal of College Counseling》2018,21(2):139-152

The authors explored how college students’ disordered eating behaviors affect their peers. Participants were 8 undergraduate students from a northeastern university with a peer who currently or previously engaged in eating disorder (ED) behaviors. Results from a consensual qualitative analysis provided preliminary evidence that students’ EDs negatively affect peers. Outreach and interventions such as cognitive behavior therapy could be used to assist peers of students with EDs. Researchers should investigate the impact of students’ ED behaviors on peers’ health and academic performance.  相似文献   

Ability Grouping: year group differences in self‐concept and attitudes of secondary school pupils     

Susan Hallam  Kim Deathe 《International Journal of Research & Method in Education》2013,36(1):7-17

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