Write an essay about the differences between heterogeneous grouping and ability grouping in reading.

Write an essay about the differences between heterogeneous grouping and ability grouping in reading.

PLEASE REBUTTAL AND ANSWER EACH OF THE FOLLOWING QUESTIONS OR POST STATEMENTS. MUST BE 150 WORDS (PLEASE), WRITE IN 3RD PERSON. ONLY ONE REFERENCE CAN BE USED FOR EACH ANSWER. MUST BE 150 WORDS (PLEASE), WRITE IN 3RD PERSON.PLEASE MAKE SURE TO USE SCHOLARLY PEER REVIEWED ARTICLES AND PLACE EACH REFERENCE USED UNDER EACH ANSWER.

DQ 1
My topic is about the differences between heterogeneous grouping and ability grouping in reading. For decades, educators have been informed of different approaches regarding student grouping. Past teaching strategies encouraged teachers to have ability grouping because the strategy was developed to assist students learn at their capability levels. Further research began to change the approach because theorists like Vygotsky proved that children learn best when interacting with one another (Burger, 2005). Paige’s theory also shows that children’s language development strengthens as they interact with each other, and cognitive development reaches higher level by social interaction (Fisher, 1980).

Therefore, various studies related to student grouping have been accomplished, yet different results have been concluded. For instance, Matthews, Ritchotte, and McBee (2013) found out that cluster grouping organized schoolwide has null effects for higher students’ academic development or lower performing students’ achievement; in the study neither group showed that cluster grouping helped improve their academic status. Additionally, past studies by Kulik, C. and Kulic J. (1982) had concluded after 52 studies that ability grouping showed small significance on achievement and high school examination for students who were in grade level classes, but ability grouping proved to have more positive effects for students who were enrolled in honors classes due to the enriched instruction.

As for elementary students, studies by Slavin (1987) concluded that students benefited from inclusion, and that ability groping should not take place for more than one or two subjects daily. Slavin (1987) discussed the benefits of heterogeneous grouping within class activities, and that this type of grouping allows students to interact and discuss concepts, creating social interactions (supports Vygotsky’s and piaget’s theories). Views on ability grouping vary between elementary and secondary. There are more benefits to ability grouping within the classroom then complete ability segregation. Later studies in 2013 showed that ability grouping by isolation did not show benefits to neither higher level or at level groups. On the other hand, older studies had shown that higher level students had benefitted from the class ability grouping.

Berger, M. (2005). Vygotsky’s theory of concept formation and mathematics education.

International Group for the Psychology of Mathematics Education, vol. 2, 153-160. Retrieved from

http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/detail/detail?vid=1&sid=03553eb0-cb9d-4cf2-9a96264a5fdfb28f%40sessionmgr103&hid=104&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=ED496819&db=eric

Fisher, K. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. American Psychological Association, Vol. 87(6), 477-531, November 1980. Retrieved from

http://psycnet.apa.org/journals/rev/87/6/477/

Kulik, C.L, and Kulik, J.A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, January 1, 1982. Retrieved from

http://journals.sagepub.com/doi/abs/10.3102/00028312019003415

Matthews, M.S., Ritchotte, J.A., and McBee, M.T. (2013). Effects of schoolwide cluster

grouping and within ability grouping on elementary school students’ academic achievement growth. Routledge Journals, 24(2) 81-97, December 1, 2013. Retrieved from

http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/detail/detail?vid=6&sid=b4b2e1812545-4951-813b5de3a0ba44c1%40sessionmgr102&hid=104&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=000326671900002&db=edswss

Slavin, R. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, September 1987. Retrieved from

http://journals.sagepub.com/doi/abs/10.3102/00346543057003293

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