Investigating Teachers' Perspectives on Ability Grouping in the Primary School Classroom and Exploring the Implications for Education Policy
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Amy O'Connor, 'Investigating Teachers' Perspectives on Ability Grouping in the Primary School Classroom and Exploring the Implications for Education Policy.', [Thesis], 2017-05Download Item:
PME_Dissertation_2016-2017_Amy_OConnor feb.pdf (PDF) 886.8Kb
Abstract:
The chosen research question is 'Investigating teachers' perspectives on ability grouping in the primary school classroom and exploring the implications for education policy.' This question aims to explore teachers' perspectives and experiences of ability grouping within a DEIS band 1 primary school. Elucidation of key factors influencing ability grouping will be explored such as socio-economic status, prior academic attainment, standardised testing, children's awareness and the focus of the research question, teachers' perceptions, attitudes and expectations. This study draws on qualitative interviews with eight primary school teachers, including two learning support and one resource teacher. The data provided an understanding of current grouping practices within a DEIS band 1 primary school. Findings conveyed that although children have an awareness of their group assignment and evidence highlights its negative impact, ability grouping practices are still prevalent across DEIS schools. Ability grouping for literacy and numeracy was consistently deemed necessary by the eight interviewees. This identifies a mismatch between departmental aspirations of equity and social inclusion within the classroom and teachers' advocacy of grouping based on prior academic attainment among other factors. This study found that ability grouping is inadvertently affected by a combination of economic, institutional, and social influences with teachers' attitudes and expectations having a critical contribution to both the ability grouping process and children's learner identities. In support of two key contributors to the field of ability grouping, Judith Ireson & Susan Hallam, this study concludes that schools must be cognisant of becoming too fixated by a technical approach to ability grouping and instead focus on fostering dispositions such as positive attitudes towards learning and self-concepts.
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Professional Master of Education
Author: O'Connor, Amy
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