The effects of low ability group placement on first graders /
| Main Author: | |
|---|---|
| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1990.
|
| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The purpose of this study was to describe the effects of low ability group placement on first graders. This study was conducted over a period of four weeks and data were collected in one first grade classroom in a rural community in central Texas approximately twenty miles west of a university campus. Research data included interviews with the teacher to determine beliefs, attitudes, and expectations for all students in this classroom; these interviews were conducted before data collection began and upon the completion of data collection. Additional data was provided by all students in this class who were interviewed during each data collection. The interviews were conducted to determine beliefs, attitudes, and expectations about reading instruction as well as to determine preference among peers. Reading roup instruction with the classroom teacher was videotaped and instruction with the teacher's aide was recorded on audio cassette. Data was categorized and organized to determine patterns of beliefs, attitudes, expectations, and preferences among peers. The findings of this study suggest that grouping students by ability for reading instruction adversely affected not only those students placed in this group, but all students in the classroom. Ability grouping also positively and negatively impacted the teacher's perceptions of and expectations for all students in the classroom. Several implications and suggestions for the training of teachers were suggested. This included that teachers should be aware of and know about psychological impacts of poverty upon learning, awareness, and understanding of: culturally and linguistically diverse learners. nonverbal messages sent to students through classrooms and instruction, how students perceive themselves and each other. Findings suggest the need to implement alternative teaching strategies such as cooperative learning, heterogeneous grouping, grouping by needs, instruction through literature, and establishing high expectations for all students. Implications and suggestions for future research suggested by the conclusions of this study include: A parallel study of the beliefs, attitudes, and expectations of students in a literature-based first grade classroom. Further research on the effects of low ability group placement. A parallel study of the beliefs, attitudes, expectations, perception of self, and perception of peers among kindergarten students. Examine expectations of the community for low socioeconomic students. Examine teacher expectations for culturally and linguistically diverse learners. |
|---|---|
| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and instruction." |
| Physical Description: | xii, 162 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |