Classroom Grouping of Students

1959 ◽  
Vol 67 (1) ◽  
pp. 60-78 ◽  
Author(s):  
Herbert A. Thelen
Keyword(s):  
Classroom Grouping

CLASSROOM GROUPING AND INTEGRATION

1964 ◽  
Vol 2 (1) ◽  
pp. 49-54
Author(s):  
Aaron Upton
Keyword(s):  
Classroom Grouping

Classroom Grouping for Silent-Reading Drill

1921 ◽  
Vol 22 (4) ◽  
pp. 269-278 ◽  
Author(s):  
May Ayres Burgess
Keyword(s):  
Silent Reading ◽  
Classroom Grouping

Classroom Grouping and Sociometric Status

1976 ◽  
Vol 76 (8) ◽  
pp. 493-499
Author(s):  
William P. Ahlbrand, ◽  
Wayne J. Doyle
Keyword(s):  
Sociometric Status ◽  
Classroom Grouping

Conserving Teacher-Time: Effective Use of Intra-Classroom Grouping Using Molecules-of-Learning Packets

1971 ◽  
Vol 71 (9) ◽  
pp. 769-774
Author(s):  
John L. Creswell ◽  
William Crittenden ◽  
David Fitzgerald
Keyword(s):  
Classroom Grouping ◽  
Effective Use

In the classroom: Grouping—an aid in learning multiplication and division facts

1961 ◽  
Vol 8 (1) ◽  
pp. 27-31
Author(s):  
Edwina Deans
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Basic Unit ◽  
The Third ◽  
Classroom Grouping ◽  
Children’S Work

As elementary-school children progress in their study of mathematics, they deal with numbers which are increasingly more complex and abstract. Around the third or fourth year in the grades, children's work with operations requires an understanding of numbers of two or more places and a knowledge of regrouping in terms of our basic unit of ten. Attention to grouping arrangements assists children in their discovery of multiplication and division facts, and it assists them in the use of these facts in the operations of multiplication and division.

Within-classroom grouping: a rejoinder

1999 ◽  
Vol 169 ◽  
pp. 109-110 ◽  
Author(s):  
S.J. Prais
Keyword(s):  
Primary Schools ◽  
National Curriculum ◽  
International Comparisons ◽  
The Past ◽  
Vocational Qualifications ◽  
Core Subjects ◽  
Language And Mathematics ◽  
Classroom Grouping ◽  
And Mathematics ◽  
Children's Schooling

Let us briefly remind ourselves of the current policy-context of this issue in Britain. The need to raise children's schooling attainments to a very substantial extent has become widely accepted in the past fifteen years following international comparisons (many based on research at this Institute) of workforce vocational qualifications and school-leaving standards. The consequences are expressed today in interventionist public policy in terms of a National Curriculum laid down for all school-ages (adopted ten years ago), together with more recent detailed syllabuses in the core subjects of language and mathematics embodied in the National Literacy and Numeracy Strategies for primary schools (adopted in the past two years). Much of the need for such reforms in Britain can be traced to worries as to whether teaching time was well spent, particularly in primary schools using ‘modern’ teaching methods which required children within each classroom to be divided into small groups, each group sitting around its own small table, many children not facing the wall-board (many classrooms even having their wall-board removed) so as to promote less ‘didactic’ teaching and more ‘discovery’ learning by pupils. The frequently ensuing difficulties of teachers in dividing their time effectively among those groups, the consequential frustration of those children who awaited the teacher's attention, the slower general pace of learning, and the particular disadvantages suffered by slower-developing children, need not be spelled out here; they have been closely examined in research involving timed classroom observation, such as the ‘Oracle’ project of Professor Maurice Galton and his colleagues.

The Student with Complex Education Needs

2013 ◽  
pp. 1436-1472
Author(s):  
Helen J. Farrell
Keyword(s):  
Special Education ◽  
Educational Needs ◽  
Future Directions ◽  
Music Program ◽  
Information And Computer Technology ◽  
Classroom Grouping ◽  
Teacher Researcher ◽  
Information And Communication ◽  
Research Questions ◽  
Education Of Students

Categories of potential research questions concerning trends and issues affecting the education of students with complex educational needs are numerous. For example, it seems that whether one studies musicians and their music, the processes of music, the performer, the composer, or the teacher-researcher, music is often observed as implicated in and determinants of the ways individuals are able to be intelligent. The chapter reports the findings of a research project during which a ten-week music program was developed and implemented in a public special education setting in metropolitan Melbourne, Australia (Farrell, 2007). The program featured the application of information and computer technology and assistive peripherals for a defined classroom grouping of students with complex educational needs that embedded notions of differentiated instruction. Like special education settings and classroom groupings of students with complex educational needs are observed within and across education systems of many sovereign states. However, from an Australian perspective, findings and conclusions suggest future directions in the application of assistive and augmentative information and communication technology for students with complex educational needs.

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