Rachel Marks

Ability-grouping in Primary Schools (eBook, ePUB)

Case Studies and Critical Debates
Redaktion: Menter, Ian

• Format: ePub

Produktbeschreibung

The use of ability-grouping is currently increasing in primary schools. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach.

This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches, such as the movement between streaming, setting or mixed-ability teaching arrangements, are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice.

Using a case-study approach drawing on the author's doctoral research across three primary schools in tandem with wider literature, the book explores how children perceive themselves in relation to ability-language and practices and the implications of this for their engagement with the primary mathematics classroom. It examines what ability-grouping actually looks like in these primary schools, the pedagogic challenges and choices teachers face, and the implications of these decisions for pupils' learning and well-being. The book concludes with a discussion of the potential for change in current practice.

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Produktdetails

• Verlag: Critical Publishing
• Seitenzahl: 80
• Erscheinungstermin: 9. Februar 2016
• Englisch
• ISBN-13: 9781910391266
• Artikelnr.: 44773837

Autorenporträt

Rachel Marks has been a primary school teacher and mathematics coordinator in both inner-city and rural schools, teaching pupils across the primary age-range. Her research interests include equity issues and the social context of schooling and she has a PhD in Mathematics Education in which she explored the implications of ability practices in primary school mathematics. She now works as a Senior Lecturer in Mathematics Education at the University of Brighton where she teaches across a range of Initial Teacher Education and mathematics specialist courses and shares her research findings with teachers and educators across a variety of forums.

Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21^st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.