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ERIC Number: ED201971
Record Type: RIE
Publication Date: 1981-Apr
Pages: 30
Abstractor: N/A
Reference Count: 0
The Relationship between Teachers' Grouping Decisions and Instructional Behaviors: An Ethnographic Study of Reading Instruction.
Stern, Paula R.; Shavelson, Richard J.
An ethnographic study of small group reading instruction was conducted to learn how teachers' judgments of students' abilities influenced the way they grouped students for reading instruction and the effects of these grouping practices on teachers' planning and instructional behaviors. Two teachers and 20 students were observed over the course of a six-month period in a team-taught fifth/sixth grade classroom at a university affiliated elementary school. The results indicated that teachers group students on the basis of their reading ability. Once grouped, the group and not the individual child became the unit for many teaching decisions. Teachers' plans for the low-ability group differed considerably from their plans for the high-ability group. Procedures, decoding and basic comprehension skills, and highly structured assignments were prescribed for the low-ability group, while flexibility in procedures and assignments and an emphasis on sophisticated comprehension skills were stressed for the high-ability group. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).