Ability grouping has been prevalent in American schools for over a century (Burris & Welner, 2005; Museus, Palmer, Davis & Maramba, 2011; Slavin, 1990). Although ability grouping has been studied in terms of student performance, little research has examined the relationship between this practice and student motivation. The purpose of this study was to examine middle school students’ (N = 2,279) mathematics self-efficacy and its sources in ability grouped mathematics courses in the Southeastern U.S. The study also examined whether students in each ability group were represented proportionately by gender, ethnicity, and SES when compared to the full sample. Students responded to Likert scaled items assessing self-efficacy and its four sources (Bandura, 1997). Tests of mean differences in self-efficacy and its sources revealed that students in above-level courses reported significantly higher levels of self-efficacy than students in on- and below-level courses. Regression analysis revealed that mastery experiences, social persuasions, and negative physiological state predicted self-efficacy for above- and on-level students. Only mastery experiences and vicarious experiences predicted mathematics self-efficacy for below-level students. Results imply that teachers who work with students who are struggling in mathematics may find it beneficial to provide ample opportunity to expose students to models in mathematics.

Ability grouping has long been a subject of heated debate in education systems worldwide. Despite being such a controversial topic, ability grouping is still widely used in classrooms across the world. The purpose of this paper is to examine the impact that ability grouping has not only on students, but also on those who implement this tool in the classroom, namely teachers. To provide a balanced view, the paper considers the advantages and disadvantages of ability grouping. The paper also compares ability grouping in both the U.S. and Singapore to demonstrate that no system is perfect. Each comes with its own strengths and weaknesses. However, aspects of each system can be borrowed and incorporated to strengthen existing education systems. Because each country has unique political, economic, and social forces, it is important for policy makers to customize foreign practices according to the political and cultural landscape of their country.

Thesis (M. S.)--Michigan State University. Dept. of Science and Mathematics Education, 2006. / Title from PDF t.p. (viewed on June 19, 2009) Includes bibliographical references. Also issued in print.

Thesis (Ed.D.)--Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Includes tables. Sponsor: Esther M. Westervelt, . Dissertation Committee: Robert A. Dentler. Includes bibliographical references (leaves 154-164).

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 81-91). Also available on the World Wide Web.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 14, 2006). Includes bibliographical references.

Thesis (Master of Education( Education))-- Cape Peninsula University of Technology, 2009 / Multigrade classrooms face a lot of challenges because of their unique circumstances where more than one grade is combined in one classroom with one teacher. One of the problems is the lack of suited teaching and learning materials (TLM) for these classrooms. It includes the lack of computer-based TLM. Existing TLM that is developed for the use in monograde classroom cannot be used effectively in multigrade classrooms. TLM can provide a valuable contribution in these unique teaching and learning processes. An investigation was needed to determine the condition of die development, selection and use of TLM in these kind of schools. Only then can the solutions for the problems be investigated. During the investigation quantitative and qualitative research methods were used. During the first phase data was collected by a structured questionnaire where after and where of data were collected through standardized structured open-ended interviews and classroom observations in phase two and three. One of the main reasons for the problem is multigrade teacher‟s lack of knowledge and skills in die development, selection and use of TLM in the teaching and learning process. There is no criteria and requirements for the development and selection of TLM. Multigrade teachers do no realize the contribution TLM can provide in the process. The teaching strategies used in the multigrade classroom are very teacher-centered and it contributes to learners‟ lack of development in die teaching and learning process. It also contributes to the multigrade teacher‟s raise in work load and lack of time to do what they must do to ensure quality teaching and learning. There is big need for teacher training as well as in-service training of multigrade teachers that prepare teachers for the different aspects multigrade education. This training must not just include the development, selection and use of TLM, but also the five areas of multigrade teaching. Complete criteria and requirements for TLM in multigrade classroom must be composed by all the role players where after and where of TLM can be developed and selected effectively

No description available.

No description available.

No description available.