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ERIC Number: EJ1026790
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1045-988X
Ability Grouping in New Zealand High Schools: Are Practices Evidence-Based?
Hornby, Garry; Witte, Chrystal
Preventing School Failure, v58 n2 p90-95 2014
There is an extensive international research literature on the effect of ability grouping (e.g., tracking, streaming, banding, setting) on children's academic and behavioral outcomes. However, it is questionable to what extent the findings of research on this topic have influenced the practice of ability grouping in New Zealand schools. Fifteen high schools in Christchurch were surveyed regarding their policies and practices on ability grouping. Interviews focused on the types of grouping used in academic subject areas, perceived benefits and disadvantages of this grouping, and perceived consequences for average students, gifted students, students with special needs, and Maori and Pacific Island students. Reported grouping practices, and views about these, are compared with findings from the literature on ability grouping. The need for schools to adopt more evidence-based strategies for ability grouping are discussed and recommendations for practice and for further research are outlined.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United Kingdom; United States
Grant or Contract Numbers: N/A