The manifestations of the practice of within-class homogeneous ability grouping
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
This article casts the analytical spotlight on the practice of within-class
homogeneous (same) ability grouping where learners are placed in small groups for instruction
based on their perceived performances, reading levels and interest. Very few studies have
focused on within-class ability grouping, especially in a South African context, where this
homogeneous style within-class grouping is the dominant practice in Grade 1 classrooms,
despite literature’s cautions against its continuous use.This article aims to address the following questions: what are the manifestations of the
practice of within-class homogeneous ability grouping, and how does it account for learner
achievement levels in Grade 1 classrooms?.
Description
Keywords
Ability grouping, Learner achievement, Primary school, South Africa, Homogeneous style grouping
Citation
Du Plooy, L.L. (2019). The manifestations of the practice of within-class homogeneous ability grouping. South African Journal of Childhood Education, 9(1), a690. https://doi.org/10.4102/ sajce.v9i1.690