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Can Unlike Students Learn Together? Edited by: Herbert J. Walberg, University of Illinois - Chicago Arthur J. Reynolds, University of Wisconsin-Madison Margaret C. Wang, Temple University |
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2006. A volume in the series: Research in Educational Productivity. Series 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. CONTENTS: 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. | |||||||||||||
