Published 1972
by AMS Press in [New York .
Written in English
Edition Notes
| Statement | by Marvin Y. Burr. New York, Bureau of Publications, Teachers College, Columbia University, 1931. |
| Classifications | |
|---|---|
| LC Classifications | LB3061 .B8 1972 |
| The Physical Object | |
| Pagination | ix, 69 p. |
| Number of Pages | 69 |
| ID Numbers | |
| Open Library | OL5708504M |
| ISBN 10 | 0404554571 |
| LC Control Number | 70176616 |
A study of homogeneous grouping in terms of individual variations and the teaching problem, by Marvin Y. Burr. In education, homogeneous grouping has produced positive and negative effects on students academically, socially, and emotionally (Reuman, ). Over the past three decades, the utilization of homogeneous grouping in the United States has been a very controversial topic (Hornby, Witte, & File Size: KB. were placed in the homogeneous ability groups, students had the opportunity to move. into other math classes depending on their performance and ability to grasp the concepts. The teachers and curriculum remained the same for both years of the study, but the. students may not have had the same teacher both years. The main findings are: (1) heterogeneous grouping based on student ability is more beneficial for student achievement and student satisfaction; high and medium level ability students benefit more in homogeneous groups but low level ability students benefit more in heterogeneous groups; (2) no consistent conclusion could be drawn about effects of grouping from studies in which groups were based on race and culture; (3) heterogeneous grouping Author: Zhongwan Wang.
grouping plan results in better conditions for teaching and learning. The theoretical rationale for homogeneous ability grouping, not necessarily based on research findings, generally includes the following points: homogeneous grouping takes individual differences into account by allowing students to advance at their own rate with others of similar. Homogeneous groups in educational settings is defined as groups of students organized so that students of similar instructional levels are placed together, working on materials suited to their particular level, as determined through assessments. These groups are also known as ability groups. the high-ability students as well. Several people have researched homogeneous versus. heterogeneous grouping in correlation with performance. and self-concept. Little research, however, has been. done on reading attitudes of students placed in. homogeneous and in heterogeneous reading groups. Classroom Grouping for Effective Learning Buzz groups, job groups, study-work committees these are only a few of the defeat any effort at "homogeneous" teaching, and rightly so. We can no longer afford the luxury of such homogeneous teaching, wherein 30 students read the same book, answer File Size: 1MB.
classroom settings, grouping students within these settings will take on a larger role and have greater side effects. The completion of this research hopes to provide teachers with information as to the outcome of homogeneous versus heterogeneous grouping before these methods are enacted in order to benefit student achievement and attitude. That is, there is no significant difference between heterogeneous grouping and homogeneous grouping in the effect on math achievement of students in third grade. The independent variable is grouping approach (heterogeneous grouping vs. homogeneous grouping), and the dependent variable is math Size: KB. Homogeneous Grouping Teachers can group students homogeneously, or according to a similar skill level. For reading, teachers typically give students an assessment that determines the student's. One of the classrooms was randomly assigned, to work in homogeneous achievement groups and the other one in heterogeneous achievement groups. The study lasted for 5 weeks during the spring Author: Lucinda Du Plooy.
