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Amy Kinslow

Education World ® Administrators Center: Is Ability Grouping the Way to Go---... - 0 views

  • Is ability grouping (or tracking) an efficient way to handle differences in student abilities? Does such grouping benefit students---or does it unfairly label them? Research, logic, and emotion often clash when responding to those questions.
  • Ability grouping increases student achievement by allowing teachers to focus instruction,
  • ome forms of grouping can result in increased student achievement
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  • Ability grouping doesn't improve achievement and is harmful to students. Such grouping should be banned, says Anne Wheelock, author of Crossing the Tracks: How "Untracking" Can Save America's Schools (New Press, 1992).
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    Debate over to ability group or not
Amy Kinslow

Education Week: The Gifted Express, Now Leaving on Track 1 - 0 views

  • There is a dirty word looming on the horizon, and that word is “tracking,” by which I mean not the slotting of students into pre-ordained academic paths, but their grouping by...
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    you must be a member to view entire article. Discusses the high ability or "gifted" track of students
Amy Kinslow

Relationship of Grouping Practices to the Education of the Gifted and Talented Learner-... - 0 views

  • academic, social, and psychological effects of a variety of grouping practices upon learners who are gifted and talented
  • there are varying academic outcomes for the several forms of ability grouping that have been studied (i.e., tracking, regrouping for specific instruction, cross-grade grouping, enrichment pull-out, within-class grouping, and cluster grouping);
  • full-time ability grouping (tracking) produces substantial academic gains; (d) pullout enrichment grouping options produce substantial academic gains in general achievement, critical thinking, and creativity;
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  • there is little impact on self-esteem and a moderate gain in attitude toward subject in full-time ability grouping options.
  • It was concluded that the research showed strong, consistent support for the academic effects of most forms of ability grouping for enrichment and acceleration, but the research is scant and weak concerning the socialization and psychological adjustment effects of these practices.
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    Article discusses the effect on ability grouping for the GT learner. This researcher found positive results.
Amy Kinslow

Ability Tracking: A View from all Perspectives: Students and Tracking - 0 views

  •    Students are the people who are ultimately affected by tracking the most. 
  • This section will look at the problems with tracking from a student’s perspective.  Students have little choice or control about the tracks they are placed in.
  •   Many of the students in the advanced track, along with the low track were concerned with the pace of the class
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  • the low track classes lacked challenging enough class work. 
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    This article discusses how students feel about ability grouping, both high and low.
Amy Kinslow

Student Assignment in Elementary and Secondary Schools & Title VI - 0 views

  • It also prohibits discrimination in ability grouping or tracking students.
  • Assignment to Ability Grouping and Tracking School districts have a responsibility to ensure that they do not use ability grouping or tracking practices that result in discrimination on the basis of race, color, or national origin. Ability grouping is the assignment of students to classes or instructional groups based upon the students' level of ability or achievement. Tracking is the assignment to different courses of instruction. Ability grouping and tracking sometimes result in courses with substantially disproportionate enrollments of minority or nonminority students. When that happens, the ability grouping or tracking may violate Title VI. To ensure that the ability grouping or tracking practices comply with Title VI, the criteria used by schools to assign students to ability groups or tracks must be nondiscriminatory. Students must be given the opportunity to move from one ability group to another, or in and out of assigned tracks according to their progress. If ability grouping or tracking results in classes with substantially disproportionate enrollments of students of one race or minority group, school districts must be able to demonstrate that there is a valid educational justification for their ability grouping or tracking practices.
  • school districts should be careful to use appropriate criteria and evaluation and testing methods before assigning students to specialized classes or courses of study. Tests must be educationally sound indicators of a student's particular needs and achievement, in order to avoid student assignment to inappropriate courses.
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    Title VI of the Civil Rights Act of 1964 Prohibits Discrimination in Assigning Students to Schools, Classes or Courses of Study in Programs or Activities That Receive Federal Financial Assistance
Amy Kinslow

Education Week: When Excellence And Equity Thrive - 0 views

  • I am always puzzled by the arguments of those who contend that excellence and equity are mutually exclusiv
  • Every one of these achievements is a result of the pursuit of equity. Excellence followed.
  • Our International Baccalaureate classes, which originally began as part of a gifted program, have been open for over a decade to any student who wants to enroll.
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  • The more we open gates and de-track, the better all students, including high achievers, do
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    One school's success story when they opened all classes up to everyone and got rid of ability grouping.
Amy Kinslow

Tracking & alternative grouping - 0 views

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    This video explores the history, practice, perils and alternatives to grouping students for classroom instruction according to their perceived abilities.
Amy Kinslow

Ability grouping, tracking and grouping alternatives - YouTube - 0 views

shared by Amy Kinslow on 13 Nov 12 - No Cached
    • Amy Kinslow
       
      I was not able to open the video through this link, but could through youtube. Mike Kenney submitted the link
    • Amy Kinslow
Amy Kinslow

Education Week: The Dumb Class - 1 views

  • the poorest undoubtedly would come out in the low-low group. That school, and all those in it, would be identified as failures, members of the dumb class. And with economic stimulus money flying out of Washington, some conservatives might legitimately wonder, Why put good money after bad?
  • they cannot achieve. They lack skills and cannot concentrate. They have low attention spans and are culturally deprived. They are brain-damaged, nonverbal, unmotivated, and lazy. Try as one might, making the dumb class learn to do what we say is impossible, despite hiring experts, devising strategies, and raising standards. Even if there were no limits to our budget, the dumb class couldn’t learn the standards or achieve proficiency in them.
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    A comparison of ability grouping to ses levels. You must be a member of Education Week in order to view the entire article
Amy Kinslow

CONSEQUENCES OF TRACKING AND ABILITY GROUPING - 0 views

  • tracking and ability grouping have been contentious topics
  • This essay will work to further the debate through studying and addressing both notions as compared to each other, as well as new alternatives that have recently emerged in educational reforms
  • Once a track has been assigned, the track determines not only the content of the courses but also the number of courses the student will take, and often the career path the student will eventually choose.
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  •  Ability grouping also sorts students into small learning groups, but offers several classes that cover the same or similar academic content (e.g. mathematics) at a pace and depth that matches the ability of students in each class
  • both tracking and ability grouping have so far worked seemingly only to keep students from reaching their full potential in the U.S. Educational system. 
  • The educational practices of tracking and ability grouping emerged “around the turn of the 20th century as a way to prepare students for their ‘appropriate’ place in the workforce”
  • Students with high abilities and skills were given intense, rigorous academic training while students with lower abilities were given a vocational education. 
    • Amy Kinslow
       
      this person is obviously against tacking and ability grouping
  • The cooperative learning plan, while it seems valuable in certain situations, does not seem to me to always be the most appropriate, or best, sorting choice.  For starters, it seems to do nothing more than allow students to work on low-level tasks, such as worksheets, together.  These techniques will not solve any of the problems tracking and ability grouping face with the quality of instruction given the classroom.  Also, with projects such as these, I find it rather probable that the high-track students will take up most of the work, as many would rather finish the assignment than spend the time and effort guiding the lower-tracked students through the process.  Cooperative learning could be most effective with the high-achieving students when used in conjunction with ability grouping, but does not seem to solve many of the dilemmas tracking and ability grouping cause in the education of the lower tracks.
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    Educational Essay discussing the negative effects and some positive ones of tracking and ability grouping. This person is obviously against ability grouping and tracking.
Amy Kinslow

Ability Grouping, Tracking & Alternatives - WISE: Working to Improve Schools and Educat... - 0 views

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    this article examines tracking's consequences for the allocation of students of differing abilities and income within and between public and private schools
Amy Kinslow

Ability Tracking, School Competition, and the Distribution of Educational Benefits - 1 views

shared by Amy Kinslow on 11 Nov 12 - No Cached
  • tracking's consequences for the allocation of students of differing abilities and income within and between public and private schools
  • socioeconomic status is a predictor of track assignment in public schools. For the entire population, public-sector tracking has small aggregate effects on achievement and welfare, but results in significant redistribution from lower- to higher-ability students.
    • Amy Kinslow
       
      download entire paper for in depth coverage
Amy Kinslow

Should Tracking Be Derailed? - New York Times - 0 views

  • "detracking," the dismantling of the sorting mechanisms that American schools rely upon. Pressing arguments of efficacy or equity or both, they are trying to convince Americans that stratification in school hurts some and helps none.
  • segregating low achievers might hurt them academically and clearly has negative effects on their behavior, social development and prospects for post-secondary education.
    • Amy Kinslow
       
      we will let them choose their own track regardless of ability.
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  • The detrackers, hammering away at assumptions that intellectual potential is fixed at an early age, say children in the middle and lower groups are underestimated.
  • I believe there's growing agreement that tracking and ability grouping is harmful for most kids," said
  • t fast learners benefit from placement in high-track classes, while those at lower levels do not suffer for their experience. Also, parents are skeptical about detracking, and the better their children perform on tests, the more skeptical -- and vocal -- they are. Finally, reorganizing for heterogeneous groups -- in which students of different abilities study the same subjects together -- requires innovations in curriculum, extra training for teachers and more help than many administrators can summon.
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    Article discussing the move to end tracking based on ability. Gives disadvantages and advantages.
Amy Kinslow

O-levels | Education | The Guardian - 0 views

    • Amy Kinslow
       
      Many in England are opposed to the O levels and see the need for much reform.
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    Articles delineating the need for more reform of the O levels.
Amy Kinslow

Cambridge International AS and A Level - 0 views

  • Cambridge International AS and A Levels are internationally benchmarked qualifications providing excellent preparation for university education. They are part of the Cambridge Advanced stage.
  • Schools and learners find Cambridge International AS and A Levels very flexible. Schools can offer almost any combination of the wide choice of subjects available. Learners have the freedom to select the subjects that are right for them - they either follow a broad course of study, or specialise in a particular area.
    • Amy Kinslow
       
      big similiarity to our school
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  • earners have the freedom to select the subjects that are right for them - they either follow a broad course of study, or specialise in a particular area.
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    Learners have the freedom to select the subjects that are right for them - they either follow a broad course of study, or specialize in a particular area.
Amy Kinslow

Cambridge AICE Diploma - 0 views

  • prepares young people for honours degree programmes.
  • Cambridge AICE Diploma offers students the opportunity to tailor their studies to their individual interests, abilities and future plans within an international curriculum framewor
  • his flexible approach enables students to choose between three main option
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    Article describing Cambridge's AICE Diploma. Its flexibility and basis on student choice and interest is very relevant to our school.
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    Describes the benefits of this honors diploma and the flexibility of it as well. Outlines the steps.
Amy Kinslow

Letters: More creative thinking about education, please | Education | The Guardian - 1 views

  • News Education English baccalaureate Letters More creative thinking about education, please Share 11 inShare0 Email The Guardian, Monday 5 November 2012 16.00 EST Charlotte Higgins (Exam reform will destroy UK's creative economy – arts leaders, 3 November) is right to draw attention to the widespread criticism of government plans to omit the arts from the English baccalaureate (Ebacc). There is a larger perspective here: the dynamic develo
  • blueprint for the future
  • music and the arts
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  • Ebacc will end the educational careers of thousands of talented adolescents because they do not have a broad knowledge and modicum of skill in all subjects set in an exam at the age of 16
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    Reform involving the need for more culture and arts to be included in England's educational sytem.
Amy Kinslow

GCSE results and GCSEs | Education | The Guardian - 1 views

    • Amy Kinslow
       
      Many different links to the results of the 2012 GCSE
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    News concerning England's educational program and the GCSE - the National Test
Amy Kinslow

Higher Education, Volume 63, Number 5 - SpringerLink - 0 views

    • Amy Kinslow
       
      you can download this entire case study
  • Polish universities have begun to compete for their clients
  • growing demand for the knowledge on determinants of student educational choices and satisfaction
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  • The purpose of this article was to examine the underlying factors behind the choices that Polish students make while pursuing their tertiary education.
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    The purpose of this article was to examine the underlying factors behind the choices that Polish students make while pursuing their tertiary education. The research method that combines focus groups' discussions and a survey study among 1,420 business major students helped us to identify the factors behind three phases of the decision making process: pursuing higher education; information search along with final choice of a university; and satisfaction from chosen studies. Our research implies that decision making with regard to tertiary education is multifaceted and longitudinal as it combines a different set of factors in each stage of the decision making process.
Amy Kinslow

Educational policies and initiatives of the European Union - Wikipedia, the free encycl... - 0 views

    • Amy Kinslow
       
      I found this article through the WKU Libraries or I would have not posted it here
  • the Erasmus programme,
  • EU Member States have begun working together to achieve a set of 13 specific goals in the field of Education. This is referred to as the Education and Training 2010 programme. By sharing examples of good policy practice, by taking part in Peer Learning activities
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  • by setting benchmarks and by tracking progress
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    In the European Union education is the responsibility of Member States; European Union institutions play a supporting role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community The EU also funds educational, vocational and citizenship-building programmes which encourage EU citizens to take advantage of opportunities which the EU offers its citizens to live, study and work in other countries. The best known of these is the Erasmus programme, under which more than 2,000,000 students have taken part in inter-university exchange and mobility over the last 20 years.Since 2000, conscious of the importance of Education and Training for their economic and social objectives, EU Member States have begun working together to achieve a set of 13 specific goals in the field of Education. This is referred to as the Education and Training 2010 programme. By sharing examples of good policy practice, by taking part in Peer Learning activities, by setting benchmarks and by tracking progress against key indicators, the 27 Member States aim to respond coherently to common challenges, whilst retaining their individual sovereignty in the field of Education policy.The European Union is also a partner in various inter-governmental projects, including the Bologna Process whose purpose is to create a European higher education area by harmonising academic degree structures and standards as well as academic quality assurance standards throughout EU Member States and in other European countries.
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