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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ466290
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students' Mathematics Achievement.
Mason, DeWayne A.; Good, Thomas L.
American Educational Research Journal, v30 n2 p328-60 Sum 1993
A whole-class model providing for student diversity through remediation and enrichment in small groups was compared with a two-group model accommodating diversity through fixed within-class ability groups. Higher mathematics achievement was found for the whole-class model in a study of 1,736 fourth, fifth, and sixth graders. (SLD)
Descriptors: Ability Grouping, Achievement Gains, Class Organization, Elementary School Students, Elementary School Teachers, Enrichment Activities, Grade 4, Grade 5, Grade 6, Grouping (Instructional Purposes), Individual Differences, Intermediate Grades, Mathematics Achievement, Models, Remedial Instruction, Small Group Instruction, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Active Learning; Active Teaching; Diversity (Student)