Hallam, Susan and Davies, Jane and Ireson, Judith (2004) Grouping practices in the primary school: what influences change? British Educational Research Journal, 30 (1). pp. 117-140. ISSN 0141-1926 electronic 1469-3518
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Abstract
During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in responses to this, the nature of the changes made and the reasons for those changes. Forty eight percent of responding schools reported that they had made no change. Twenty two percent reported changes because of the literacy hour, 2% because of the numeracy hour, 7% because of a combination of these and 21% for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the national literacy strategy, practical issues and school self-evaluation.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Hallam, Susan and Davies, Jane and Ireson, Judith (2004) Grouping practices in the primary school: what influences change? British Educational Research Journal, 30 (1). pp. 117-140. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920310001629992 |
| Subjects: | Departments > Continuing and Professional Education Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 08 Jul 2009 14:40 |
| Last Modified: | 26 Jun 2012 22:23 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/363 |
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