TY  - BOOK
AU  - Marks,Rachel
AU  - Menter,Ian
TI  - Ability-Grouping in Primary Schools: Case Studies and Critical Debates
T2  - Critical Guides for Teacher Educators Series
SN  - 9781910391266
AV  - QA135.6 
U1  - 372.7044 
PY  - 2016///
CY  - Northwich
PB  - Critical Publishing
KW  - Mathematics--Study and teaching (Elementary)
KW  - Electronic books
N1  - Cover -- Half-title -- Series page -- Title page -- Copyright information -- Table of contents -- Foreword -- About the series editor and author -- Acknowledgements -- Chapter 1 Introduction -- Setting the scene -- Core aims of this book -- Ability and ability-grouping in primary education -- Key terminology -- The research study -- A focus on mathematics -- The structure of this book -- Chapter 2 Ability-grouping: theory, policy and practice -- Ability-grouping in England … and beyond -- Changes and developments in ability-grouping practices -- What role does policy play? -- The current state of play -- Group allocation -- What do we know about teaching and learning in structured ability groups? -- Teaching to a reference child -- What is known about the impact of structured ability-grouping? -- Attainment outcomes -- Impacts on attitudes -- The longer term impacts of structured ability-grouping -- Chapter 3 Riverside, Avenue and Parkview Primary Schools -- Introduction -- Riverside Primary School -- Teaching and learning at Riverside Primary -- Avenue Primary School -- Teaching and learning at Avenue Primary -- Parkview Primary School -- Teaching and learning at Parkview Primary -- Chapter 4 Ability-labelling and children's identities -- Introduction -- Difficulties with the term ability -- Ability in education -- Children's use of ability language -- What does ability mean to children? -- Stability in children's thinking about ability -- Teachers' understanding of ability -- Implications for learners and learning -- Chapter 5 Ability-grouping and pedagogic practices -- Introduction -- Teaching and learning in top sets -- Procedural and rote learning -- Pace and competition -- Teaching and learning in bottom sets -- A limited pedagogy -- Concrete approaches -- Limited discussion and a behavioural focus -- Outcomes of setting -- Further issues; Chapter 6 More than pedagogy: ability-grouping and the primary school environment -- Introduction -- Pastoral care and the traditional ethos of the primary school -- Displacement and disruption -- Subject teachers or primary teachers? -- Ability-grouping and resource allocation -- Teacher allocation -- Learning spaces -- Chapter 7 How do children experience ability practices in the primary classroom? -- Introduction -- Children's understandings of ability-grouping practices -- Different experiences -- Experiencing top sets: it's like a zoo -- Experiencing bottom sets: my friends think I'm dumb -- Chapter 8 Conclusion: should we just change the language? -- Introduction -- Change in mathematical needs -- The challenge of fixed-ability thinking and practices -- Is mixed-ability teaching a viable alternative? -- Commentary on case study -- What are the alternatives? -- References -- Index
N2  - This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4389974
ER  -