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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Effects of Schoolwide Cluster Grouping and Within-Class Ability Grouping on Elementary School Students' Academic Achievement Growth

Matthews, Michael S., Ritchotte, Jennifer A., McBee, Matthew T. 01 December 2013 (has links)
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008-2009 within-class ability grouping was used. In 2009-2010 schoolwide cluster grouping was implemented. In 2010-2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.
2

Effects of Schoolwide Cluster Grouping and Within-Class Ability Grouping on Elementary School Students' Academic Achievement Growth

Matthews, Michael S., Ritchotte, Jennifer A., McBee, Matthew T. 01 December 2013 (has links)
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008-2009 within-class ability grouping was used. In 2009-2010 schoolwide cluster grouping was implemented. In 2010-2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.

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