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ERIC Number: EJ1042160
Record Type: Journal
Publication Date: 2014-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0162-3532
Exploring Teacher Beliefs and Use of Acceleration, Ability Grouping, and Formative Assessment
Missett, Tracy C.; Brunner, Marguerite M.; Callahan, Carolyn M.; Moon, Tonya R.; Azano, Amy Price
Journal for the Education of the Gifted, v37 n3 p245-268 Sep 2014
Few academic interventions for gifted students have generated more empirical support than acceleration and ability grouping, and formative assessment is advocated as a tool that educators can use to appropriately integrate accelerative practices and ability grouping into the classroom. However, the empirical support for accelerative practices, ability grouping, and formative assessment does not always translate into practice. This qualitative study sought to explore how teacher expectations about student ability influenced teacher use of accelerative practices, ability grouping, and formative assessment. The findings indicate that the availability and use of formative assessments, coupled with high teacher expectations about student ability, support teacher use of best practices in pacing and grouping strategies.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A060044