NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1204639
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0963-8253
Rethinking 'Fixed-Ability Thinking' and Grouping Practices: Questions, Disruptions and Barriers to Change in Primary and Early Years Education
Bradbury, Alice
FORUM: for promoting 3-19 comprehensive education, v61 n1 p41-52 2019
This article uses data from a research project exploring grouping practices based on 'ability' in classrooms for children aged 3-7 years in England to consider the relationship between teachers' views of ability and their ways of organising children. The widespread use of grouping with young children and the concomitant 'fixed-ability thinking' by teachers are discussed, alongside an exploration of how and why teachers object to grouping on this basis. Examples of teachers who were able to disrupt grouping practices based on 'ability' are described, allowing for a further discussion of the barriers to change for the majority of teachers. The article concludes that the relationship between teachers' beliefs about ability and their grouping practice is complex, as there can be both grouping without fixed-ability thinking and vice versa.
Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)