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ERIC Number: EJ1100445
Record Type: Journal
Publication Date: 2016-Jun
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0162-3737
Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners
Garrett, Rachel; Hong, Guanglei
Educational Evaluation and Policy Analysis, v38 n2 p222-244 Jun 2016
Previous research has indicated benefits and potential pitfalls of within-class homogeneous and heterogeneous ability grouping for elementary math learning. However, there has been scant evidence with regard to the impacts of grouping for language minority kindergartners who may experience the small group setting differentially due to their particular needs for math and English language skill development. Analyzing the Early Childhood Longitudinal Study-Kindergarten cohort data, we find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners' math performance, while using homogeneous grouping only is detrimental. As hypothesized, suboptimal instructional organization seems to place language minority kindergartners in a vulnerable situation.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A