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dc.contributor.authorJorgensen, Robyn
dc.contributor.editorGail Costello
dc.date.accessioned2018-09-06T00:40:19Z
dc.date.available2018-09-06T00:40:19Z
dc.date.issued2003
dc.date.modified2007-03-11T21:40:12Z
dc.identifier.issn00450685
dc.identifier.urihttp://hdl.handle.net/10072/7675
dc.description.abstractThe generic term of ability grouping will be used to describe the practice where students of perceived similar achievement levels are placed in the same classroom or group. Mathematics teachers are more likely to support homogeneous grouping than their colleagues in other discipline areas. Drawing on responses of interviews with ninety-six students from Years 9 and 10 in Queensland schools, questions were posed about the effects - social, cognitive and emotional - on students who placed in ability groups. Six schools serving very different clientele were the basis of the study and relatively equal numbers of boys and girls participated. The outcomes of this study shed insights into the perceptions of young people in streamed mathematics classrooms. The comments reinforce other studies where the students who are in the upper stream are more likely to benefit from ability grouping (where there are any benefits) but those most at risk in homogeneous settings are those in the lower streams.
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association of Mathematics Teachers
dc.publisher.placeAdelaide
dc.publisher.urihttps://search.informit.com.au/documentSummary;dn=987895223695875;res=IELHSS
dc.relation.ispartofpagefrom2
dc.relation.ispartofpageto7
dc.relation.ispartofissue4
dc.relation.ispartofjournalAustralian Mathematics Teacher
dc.relation.ispartofvolume59
dc.subject.fieldofresearchMathematical Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode01
dc.subject.fieldofresearchcode13
dc.titleGrouping by Ability: A Self-Fulfilling Prophecy?
dc.typeJournal article
dc.type.descriptionC2 - Articles (Other)
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2003 Australian Association of Mathematics Teachers Inc.. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2003
gro.hasfulltextFull Text
gro.griffith.authorJorgensen, Robyn L.


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