<p>Abstract</p><p>This paper investigates how to individualize the tuition in English by using ability groupings. The study is primarily focusing on the group of under-achieving ability pupils since teachers have a special responsibility for those pupils who experience difficulties in attaining the goals that have been set for their education, according to the Curriculum for compulsory school Lpo 94. The main research question was if the groupings were positive or negative for the under-achieving pupils at school X, i.e. the compulsory school under investigation. In addition I also wanted to find out if the ability groupings at school X responded to the steering documents, i.e. the Curriculum in compulsory school and the Education Act. The study is based on primary data in the forms of interviews, with four English teachers, and questionnaires, answered by the under-achieving ability pupils.</p><p>Conclusions were drawn that the ability groupings seemed to be mostly negative concerning the under-achieving pupils. The groupings at school X are not supported in any steering documents either since the groupings are not temporary, they do to some extent put the pupils at a certain grade level and on a certain track which violates the Education Act. One of the conclusions in this paper is also that there should be clearer guidelines on how to approach this phenomenon.</p>

Abstract This paper investigates how to individualize the tuition in English by using ability groupings. The study is primarily focusing on the group of under-achieving ability pupils since teachers have a special responsibility for those pupils who experience difficulties in attaining the goals that have been set for their education, according to the Curriculum for compulsory school Lpo 94. The main research question was if the groupings were positive or negative for the under-achieving pupils at school X, i.e. the compulsory school under investigation. In addition I also wanted to find out if the ability groupings at school X responded to the steering documents, i.e. the Curriculum in compulsory school and the Education Act. The study is based on primary data in the forms of interviews, with four English teachers, and questionnaires, answered by the under-achieving ability pupils. Conclusions were drawn that the ability groupings seemed to be mostly negative concerning the under-achieving pupils. The groupings at school X are not supported in any steering documents either since the groupings are not temporary, they do to some extent put the pupils at a certain grade level and on a certain track which violates the Education Act. One of the conclusions in this paper is also that there should be clearer guidelines on how to approach this phenomenon.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.

This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially.