ERIC Number: ED195319
Record Type: Non-Journal
Publication Date: 1980-Apr
Reference Count: N/A
Variations in Grouping and Instructional Format Patterns: Using a Multi Level Framework.
Ferguson, Teresa L.
In order to discern the manner and determinants of instructional grouping both within and across classrooms of varying characteristics, this investigation employs a "multi level" approach. Specifically, an attempt was made to answer the following questions: How do the expenditure levels of school districts and the economic backgrounds (SES) of students within a classroom affect (1) a teacher's use of a variety of instructional formats, and (2) the cognitive complexity of tasks in group work during social studies instruction. The 218 elementary school districts in the Chicago Standard Metropolitan Statistical Area were stratified in terms of two expenditure levels and three SES levels. Twenty-three districts were randomly selected and from these eight randomly selected students in each of 55 fifth grade classrooms were systematically observed. Additional data were collected through interviews with parents, teachers, and principals. High SES of students and high per pupil expenditure by districts was associated with teachers' use of individualized math and grouped social studies instruction. In these classrooms social studies activities tended to be cognitively complex. Low SES of students and low per pupil expenditure by districts was associated with grouped math and individualized social studies instruction. Teachers in these classrooms tended to provide cognitively simple social studies activities. While comparisons of aggregated classrooms indicate patterns in grouping practices, in the absence of significance testing and further micro-level analyses, no definitive conclusions are drawn. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Chicago Univ., IL. Dept. of Education.