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While research evidence shows the negative impact of ability grouping on children, this book suggests that the reason the practice is still embraced is the unspoken allegiance to the values of empire that governments, schools, and many parents still uphold, promoting competition and hierarchies over and above ethical principles on the education of society's most vulnerable, our children.The practice, which happens across social class, humiliates children deemed ‘less academically able'by ‘rounding them up'in front and in opposition to their ‘better'intellectual peers. Wielding knowledge as a weapon of humiliation warps children's relationship to organized forms of knowledge, making them antagonistic or indifferent towards it. This book responds to Michael Young's The Rise of the Meritocracy, by focusing on the plight of those who are educationally placed in opposition to the ‘intellectual elites': the bottom set citizen, rich or poor and ready to vote.This book will appeal to anyone concerned with democracy and children's rights in education, including the rich, on whom I shine the light of deficit for a change. Thus, Donald Trump and Nigel Farage exemplify the bottom set citizen in all his facilitated glory. Other, more vulnerable BSCs are not as lucky.

Create a pathway to equity by detracking mathematics The tracked mathematics system has been operating in US schools for decades. However, research demonstrates negative effects on subgroups of students by keeping them in a single math track, thereby denying them access to rigorous coursework needed for college and career readiness. The journey to change this involves confronting some long-standing beliefs and structures in education. When supported with the right structures, instructional shifts, coalition building, and educator training and support, the detracking of mathematics courses can be a primary pathway to equity. The ultimate goal is to increase more students'access to and achievement in higher levels of mathematics learning–especially for students who are historically marginalized. Based on the stories and lessons learned from the San Francisco Unified School District educators who have talked the talk and walked the walk, this book provides a model for all those involved in taking on detracking efforts from policymakers and school administrators, to math coaches and teachers. By sharing stories of real-world examples, lessons learned, and prompts to provoke discussion about your own context, the book walks you through: Designing and gaining support for a policy of detracked math courses Implementing the policy through practical shifts in scheduling, curriculum, professional development, and coaching Supporting and improving the policy through continuous research, monitoring, and maintenance. This book offers the big ideas that help you in your own unique journey to advance equity in your school or district's mathematics education and also provides practical information to help students in a detracked system thrive.

This book offers a comprehensive examination of how school leaders can institute detracking in their school with research-based best practices. Since the 1980s, researchers and educators have called for detracking as an alternative to the common practice of seperating students into classes by supposed achievement levels. In its most basic form, detracking places students in the same classroom regardless of perceived previous achievement. In this book, Thornton focuses on four high-quality detracking programs across the US to provide a roadmap of best practices for school leaders. Focusing on schools in diverse suburban and urban areas, this book will be beneficial to a wide variety of school leaders as well as school leadership researchers. With the effects of the pandemic still felt in schools and the heated debates at school boards across the country, leaders and researchers both need a path forward for equity-focused work. This book helps to provide way finders on that path whilealso speaking to the need to travel the path in the first place.

Want to make your instruction more equitable and effective, more interesting, and more fun? It's time to try flexible grouping.Unlike traditional grouping, which typically puts like with like or combines students without regard to the best way to promote their individual growth, flexible grouping is both purposeful and fluid, regularly combining and recombining different students in different ways to pursue a wide range of academic and affective goals.In this comprehensive guide to flexible grouping, author Kristina J. Doubet shares a staged implementation approach that takes students from simple partner set-ups designed to build cooperative skills to complex structures ideal for interest and readiness-informed academic exploration. She covers the key factors to consider when forming groups and highlights how this approach to organizing learning can help you disrupt rigid tracking, deliver targeted instruction, connect to student interests, boost collaboration, and build community.Focused, practical, and written for teachers of all subjects and grade levels, The Flexibly Grouped Classroom provides• Dozens of strategies to expand your instructional repertoire, along with links to additional models and resources;• Guidance on setting the tone and expectations for group tasks, ideas for student role distribution, and tips for monitoring progress, noise, and time;• A planning template and sample grouping plans for an elementary and secondary classroom; and• Specific troubleshooting advice to help you navigate common complications.Choosing to make your classroom a flexibly grouped one means positioning every student to learn better—without feeling superior or inferior, without being overburdened or underchallenged—and to discover for themselves how much farther they can go together than they ever could alone.

Jahrgangsübergreifender Unterricht, verstanden als pädagogisches Konzept, umfasst vielschichtige Potenziale für das gemeinsame Lernen von Schülerinnen und Schülern und trägt zur Unterrichts- und Schulentwicklung bei. Die Frage, wie jahrgangsübergreifender Unterricht in der Praxis gestaltet und reflektiert werden kann, wird in diesem Buch aus verschiedenen Blickwinkeln beleuchtet. Neben pädagogischen Begründungen, wissenschaftlichen Kontroversen sowie der aktuellen Ausgestaltung in den Bundesländern werden Arbeitsweisen einzelner Schulen in den Blick genommen, in denen bereits jahrgangsübergreifend unterrichtet wird. Anhand von Interviews mit Schulleitungen wird der Entwicklungsprozess vom jahrgangshomogenen zum jahrgangsübergreifenden Unterricht nachvollzogen. Darüber hinaus wird gezeigt, wie Lehrkräfte das gemeinsame Lernen von Schülerinnen und Schülern unterstützen können.

Ethnic Differences: An Overview opens with a study evaluating the extent to which ethnic/racial differences are present in the reading achievement of Texas grade four boys and girls in special education. In addition, the degree to which differences are present in the reading performance of grade four Texas students as a function of their ethnicity/race is examined. The degree to which differences are present in the assignment of Juvenile Justice Alternative Education Program placements as a function of the ethnicity/race in Texas grades six, seven, and eight boys for the 2012-2013 through the 2015-2016 school years is also addressed. Differences in second semester GPAs for students with dual credit enrollment status in Texas community colleges are analyzed for the 2012-2013, 2013-2014, and 2014-2015 academic years. Continuing, a multiyear, statewide investigation is used to assess the graduation rates of Hispanic and white students in Texas community colleges for the 2008-2009 through the 2014-2015 academic years. The concluding study reviews prevention and treatment techniques for Asian scars, including steroids, surgery, laser and fat grafting. The importance of preventing scarring and specific treatments for Asian populations are also discussed.

Presenting a compelling case for changing our system of education from a graded, curriculum-centered approach to a multiage, child-centered approach, Understanding Multiage Education is a comprehensive exploration of the philosophy and foundations of multiage education. Veteran educators Stone and Burriss examine the'why'of multiage education, exploring how multiage classrooms'structure, environment, strategies, and assessments unfold and complement the multiage philosophy and pedagogy. Delineating the differences between a standard and a mixed-age approach, each chapter features Inside Insights, short vignettes, case studies, examples of multiage in practice and discussion questions challenging readers to engage with the core concepts and examine how we might define success in a multiage classroom.Designed for graduate-level students of early childhood, elementary, and general education courses, as well as experienced practitioners, this is an essential guide for anyone interested in understanding the rationale, implementation, and benefits of multiage education.

The goal of this book is to answer the question What is differentiated instruction? It offers pre-service and in-service teachers the background and foundational skills they will need to understand, plan for, and achieve effective differentiated literacy instruction in their classrooms, based on individual student needs. Chapters provide essential information about how to analyze and synthesize data from assessments, use the information for grouping students, and then plan and implement differentiated instruction. Many specific, hands-on descriptions and exhibits are provided. Case studies of real classrooms demonstrate effective differentiated instructional techniques. End-of-chapter Practical Application questions allow readers to apply chapter concepts as they learn to motivate and teach diverse learners.

This book explains how school organization by age (grade) alone, sets schools on a factory course that is harmful and ultimately self-defeating to all involved and to ecology. It returns us to three systems thinking concepts; purpose, measures, and method. The book explains why school managers and administrators are deluded by the system they operate and by how they understand complexity (the variety of value demand on the system, or what people need to be able to draw-down to make progress). This book returns us to the fundamental confusion of purpose. It involves revisiting our interpretation of human psychology and its application in the workplace—seeking out flaws in our organizational thinking and finding the best means of putting us back in touch with who we are—our thinking selves. The answer, or at least its start, is Vertical Tutoring. Vertical Tutoring (mixed-age groups) is the first domino of a redesign process. It changes all learning relationships and through personalization and it is this that drives the management task. It is the first domino needed for better systemic change and ensures that parents, students, and everyone employed by the school is involved in learning. For school leaders, parents, teachers and students, this means redesigning the way school management works, identifying values driven purposes from the customers'perspective, and the roles stakeholders play in trying to make the work, work. In short, this book cuts through the dross of the great education debate and offers a better, more innovative, and safer way forward -and at no cost.

This book draws on new research exploring the practical experiences of schools and teachers who have used different kinds of grouping. Setting out the issues and discussing the strengths and weaknesses of different types of grouping, this book will help teachers decide which methods are most appropriate for their pupils. The authors offer step-by-step guidance to all aspects of grouping, including setting; streaming; within-class ability grouping; within-class mixed ability grouping; cross-age grouping; assessing and monitoring group placement; and how to implement different types of grouping. The book also discusses children's perceptions of the purposes of groups; moving between groups; and how to liaise with parents about their child moving groups. The book will be welcomed by trainees and teachers alike.

From grouping by ability, to grouping by interest, to grouping by learning style, the use of grouping in the gifted and regular education classroom has proven to be a successful method of instruction for students. Grouping provides teachers with an effective means of providing gifted students with challenging coursework and access to advanced content, and gives students an avenue to create a peer group of other gifted students. Karen B. Rogers, a leader in the field of gifted education, provides teachers with practical advice for choosing a grouping option that best fits their students and information on how to assess their grouping choices. This book gives teachers tips for grouping gifted students in and out of the classroom and provides a menu of options for serving gifted students. This is one of the books in Prufrock Press'popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.Educational Resource