Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: ix, 175 p. ; 782 K. UMI publication number: AAT 3303507. Includes bibliographical references. Also available in microfilm and microfiche formats.

This research aims to explore the attempted implementation of mixed ability grouping in junior high schools in Taiwan and the challenges generated by individuals and groups to this policy. The mixed-ability grouping policy in Taiwan has been disputed for nearly thirty years, but the disputes have never been examined from a wider perspective that considers the evolution of the policy and the contexts the policy process resides in. This study thus attempts to understand the process of the mixed-ability grouping policy from a contextualised, politicised, long-term perspective within which not only the ideological and practical debates, but the contexts that shape the conflicts over time, are taken into consideration. The study is grounded in an analytical framework that allows for the exploration of the politically-driven mainstream educational ideologies, the power relationships between policy actors, and the cyclical policy process. The research methods adopted consider the timeframe, the contexts, the multiple policy actors and the interactions among policy actors and between contexts and policy actors within the policy. Documentary analysis is adopted to trace the policy process, the conflicts within, and the political, cultural, economic and societal contexts of the policy from its inception to today whilst a questionnaire survey and in-depth interviews are utilized to understand the attitudes and actions of educational authorities and school educators. Case studies are conducted in two junior high schools in order to learn about the dynamics, the conflicts, and the considerations of grouping practice within individual schools. The key findings of this thesis are as follows. First, the mixed-ability grouping policy in Taiwan has existed through two different political regimes, within which the different mainstream educational ideologies and power distribution among policy actors contribute to the distinctive policy process, interpretations of disputes and patterns of conflicts. Second, although the first-line educators recognise the advantages of mixed-ability grouping regarding discipline and resource distribution, their perceptions of pupils’ ability and teaching are in line with the assumptions of streaming, which contribute to educators’ conflicting attitudes and actions towards the mixed-ability grouping policy. Third, the senior high school entry system and the actions of parents and junior high schools together shape a hidden educational market within which the ‘disguised forms’ of streaming, such as the establishment of special classes, are valued by market players. The senior high school entry examination also profoundly influences educators who internalise the values embodied in the examination and perceive pupils’ ability and their own teaching mainly in terms of examination results.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (M.S.) -- Central Connecticut State University, 2010. / Title from electronic title page. Project advisor: Maria T. Mitchell. "A special project submitted in partial fulfillment of the requirements for the degree of Master of Science in mathematics education." Includes bibliographical references.

This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.

The mission of Catholic Education in Mauritius is to ‘humanise’ education and pedagogies to be consistent with Catholic values. The vision of a ‘humanised’ education explicitly teaches collaboration and cooperation. In January 2005, the Catholic Education Bureau (BEC) opted for a ‘mixed ability’ philosophy whose articulation fosters inclusiveness in all Catholic secondary schools. To achieve this, schools need to re-invent and restructure themselves into learning organisations to make obvious the ‘mixed ability’ philosophy at the middle level of schooling from Form I to Form III.The first purpose of this study is to explore an integral model for an effective education for Catholic secondary schools in Mauritius that acknowledges diversity in the classroom particularly in Form I. The second purpose is to investigate the beliefs and understandings of educators in Catholic secondary education in Mauritius of this model.For the first purpose, a review of the literature was undertaken to understand the concepts of middle schooling, differentiation, learning theories and implications for practice, the enabling structures for Catholic secondary schools to develop into learning communities and the leadership role of key actors. For the second purpose, the perceptions of educators were investigated using a predominantly qualitative, interpretative methodology around an instrumental multi-site case study.The study found a number of challenges faced by Catholic educators in Mauritius regarding the implementation of the integral model. These challenges present a new direction for these schools to focus on the human person, leading to the development and implementation of the ‘mixed ability’ program. The study concluded with a cogent set of recommendations and directions which need to be put in place in order to improve student learning outcomes at the middle level of schooling and achieve the vision of a human-centered education within the espoused Catholic mission.

Ability grouping has become increasingly common in the teaching of English in Swedish secondary schools. This study was concerned with the effects of different group constellations on the more able pupils. The research questions involved the able pupils’ performance, their roles in mixed-ability groups and whether the learning environment is better for them when they work with other able pupils. The study used discourse analysis of group interaction in the target language between pupils in year eight. It was found that able pupils perform according to their pre-defined skill, regardless of what groups they were put in. They also supported and lifted the interaction to higher levels in mixed-ability groups. Finally, the results suggested that able pupils might have a greater chance to develop their English in tracked groups. It is argued that this has implications for the implementation of ability grouping in the teaching of second languages in Sweden.

This study investigated the perceived strategies used to deal with mixed ability classes of four English teachers, two working at a year 4-9 compulsory school, and two at an upper secondary school in Sweden. The same teachers were asked about their attitudes towards and experience of ability grouping. The findings of the latter part of this investigation were discussed in reference to research concerning the field of ability grouping.Semi structured interviews were used. Strategies used by teachers included grouping devices, issues of communication, giving individual attention inside and outside the classroom and encouraging self- and peer reviewing. Two teachers in the 4-9 school used ability grouping sparingly but clearly and had experienced an ability grouping of a year nine class which was perceived to have predominantly positive results in academic terms and both positive and negative results in social areas. The teachers of upper secondary school did not use ability grouping – either on democratic grounds or because it was perceived to be unacceptable in the particular school climate. Because the research in ability grouping is diverse, many of the teachers’ attitudes could be supported, and refuted in the research. The teachers using ability grouping felt themselves to be going against research made, but were confident in the decisions they made. Further investigations about maximum numbers of students in heterogeneous classes and time spent with an extra teacher contra own teacher were encouraged.

The purpose of this study is to determine and explain the problems faced by educators teaching learners experiencing learning problems in mixed ability classes. A qualitative research technique, which aimed at studying educators in their natural settings , was used. To achieve this aim the study was conceived as a case study of grade one educators from three Primary Schools at Mpophomeni Township. A self-designed interview schedule that was supplemented by observation schedule was used to collect data. The interview schedule included questions relating to mixed ability classes, learners with learning problems, outcomes based education, problems experienced by educators in their classroom practices and the ways of coping with such problems. School, educator and classroom resource profiles were also used in the study to gather information that might be useful in the discussion of the findings. The research sites were three Primary Schools at Mpophomeni Township. In these schools there were eleven grade one educators who formed the population from which a sample of six educators was randomly selected. Three of the six educators who formed the sample were interviewed and observed while the other three were only interviewed. Interviews were tape-recorded and transcribed for data analysis, which was done descriptively. The findings of the study revealed that educators had problems when they were dealing with the content, assignments, assessment and resources and when they discipline learners. It also revealed that most of the problems were due to the introduction of curriculum 2005 in grade one in 1998, and the fact that educators were not trained to teach learners experiencing learning barriers. The study concluded that insufficient in-service training and the introduction of curriculum 2005 were the main causes of educators' problems, and a call to recontextualise the learning environment, which includes educators and the context in which they teach, was made. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2001.

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.