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ERIC Number: ED448429
Record Type: Non-Journal
Publication Date: 2000-Jul-13
Pages: 20
Abstractor: N/A
Reference Count: N/A
Sizing Up and Organising for Instruction in the First Weeks of School.
Rubie, Christine; Wilkinson, Ian; Parr, Judy; Townsend, Michael
Grouping of students for instruction is an organizational pattern that is commonplace in literacy instruction in classrooms. A debate exists, however, about whether instruction is more effective when groups are heterogeneous or homogeneous with regard to student ability. A study aimed to provide a description of the grouping practices of New Zealand teachers in reading and writing; in particular, how and when groups are formed, what information is used to guide the formation of groups, and what teachers' expectations are about ideal group characteristics. Data were derived from observations and interviews conducted by graduate students who were participating in the 1999 Diploma in Teaching (Primary) program at the University of Auckland. Out of 110 student teachers, 90 agreed to contribute their observations and interviews. These 90 teachers were placed in 30 schools representing a wide range of socioeconomic levels and all levels of primary school (Years 1-8). Apart from the four teachers who conducted individualized reading programs, every other teacher surveyed formed groups for reading and, as in a previous (2000) study by Wilkinson and Townsend, ability was the preeminent determinant of group membership for reading. This was not true for writing, however, where far fewer teachers formed groups and of those who did, many made their grouping decisions on a heterogeneous basis rather than creating homogeneous groups. A large number of teachers surveyed conducted whole class lessons as the basis for their written language teaching. For both reading and writing, instructional programs commenced early in the year. (Contains 8 tables of data and 24 references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand