International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Grouping (instructional purposes)
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6 items
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This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Published: 2014
Updated: Mar. 30, 2016
2
This paper is part of an ethnographic study aiming to examine teacher collaboration in a primary school. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management.
Published: 2011
Updated: Mar. 14, 2012
3
The authors conduct secondary analyses of national data from the Early Childhood Longitudinal Study –Kindergarten Cohort to investigate the degree to which the racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten. The authors focus on within-class ability grouping for reading instruction. The authors find that this form of grouping is practiced by a majority of kindergarten teachers and schools, although frequency of use is quite varied, and some teachers and schools use it only sporadically.
Published: 2010
Updated: Jun. 01, 2010
4
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Published: 2010
Updated: Jun. 01, 2010
5
This study investigated how instructional challenges presented by gifted students shaped teachers’ instructional strategies. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students.
Published: 2009
Updated: Nov. 02, 2009
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This article investigates the efficacy of employing the cohort model of teacher education for preparing pre-service teachers to address issues of race within an urban university setting. The results of the research indicate that the cohort facilitates a degree of familiarity and support amongst the teacher candidates.
Published: 2009
Updated: Jun. 17, 2009