Can Unlike Students Learn Together?
A volume in the series: Research in Educational Productivity. Editor(s): Herbert J. Walberg, University of Illinois - Chicago.
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year’s work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views.
Preface. Introduction and Overview. Dropout in Relation to Grade Retention: An Accounting of the Beginning School Study. Grade Retention and School Dropout: Another Look at the Evidence. Is Grade Retention Educational Malpractice? Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retention. Race-ethnicity, Social Background, and Grade Retention. Race Effects on Ability Group Outcomes. Classroom Organization and Instructional Quality. Grouping, Tracking, and De-tracking: Conclusions from Experimental, Correlational, and Ethnographic Research. Understanding Research on the Consequences of Retention.
"None of the practices reviewed are accepted merely because they “have always been done;” each is subjected to the standard of data-based effectiveness. Every public policy maker should have this information and can do no better than to begin with this book." Meg Carroll in Education Review
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- Addressing The Achievement Gap
- Advancing Education Productivity Policy Implications from National Databases
- Efficiency, Accountability, and Equity Issues in Title 1 School Wide Program Implementation
- Optimizing Student Success in School with the Other Three Rs Reasoning, Resilience, and Responsibility
- School Reform Proposals The Research Evidence
- Successful Reading Instruction
- The Scientific Basis of Education Productivity