In primary schools, the use of ability-grouping is currently increasing. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach. 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. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches - such as the movement between streaming, setting, or mixed ability teaching arrangements - are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice. In the book, children's voices along with classroom vignettes are used extensively, allowing the text to be embedded in the reality of the primary environment, supporting the practitioner in making links between the research and their classroom. The implications discussed go beyond those reported in traditional research papers, including aspects such as pastoral care, peer relationships, and resource allocation. *** Librarians: ebook available (Series: Critical Guides for Teacher Educators) [Subject: Education]
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About the Author:
Rachel Marks has been a primary school teacher and mathematics coordinator in both inner-city and rural schools, teaching pupils across the primary age-range. Her research interests include equity issues and the social context of schooling and she has a PhD in Mathematics Education in which she explored the implications of ability practices in primary school mathematics. She now works as a Senior Lecturer in Mathematics Education at the University of Brighton where she teaches across a range of Initial Teacher Education and mathematics specialist courses and shares her research findings with teachers and educators across a variety of forums. Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.
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- PublisherCritical Publishing
- Publication date2016
- ISBN 10 1910391247
- ISBN 13 9781910391242
- BindingPaperback
- Edition number1
- Number of pages80
- EditorMenter Ian