Teaching What Teachers Want: 'Looping,' Grouping by Ability, and Digital Devices, Survey Says
Educators for Excellence asked 600 teachers about instruction during the school shutdowns, their perspectives on remote learning, and concerns for next school year.
Reading & Literacy Are Classroom Reading Groups the Best Way to Teach Reading? Maybe Not.
Recent studies raise some hard questions about the value of ability-based reading groups.
School Climate & Safety Opinion Ability Grouping: Better for Students or Easier for Schools?
I never worked harder in or out of the classroom than I did when preparing and presenting two lessons per class. Yet despite my diligence, ability grouping was ineffective, as reflected in students' actions and words: "You are too bogus Coach G. You know Group A is not that smart and Group B is smart, and you separate us so we look dumb. All of us should be in the same group to help each other out."
College & Workforce Readiness Career-Tech Linked to Graduation Boost—But Not Tracking
Contrary to public perceptions, students are not being tracked into CTE programs, concludes a study of Arkansas schools.
Education Opinion Ability Grouping or Mixed Grouping: A Point of Contention?
In a recent blog post, Shirley Clarke wrote about how ability grouping doesn't work, and it raised quite a stir. I would suggest that mixed-ability grouping doesn't either, because many people use it by name alone.
Education Opinion Why Ability Grouping Doesn't Work
With random talk partners as the classroom set-up, students are already involved in mixed-ability learning, which is important because we need to take account of the substantial research which shows that grouping students by ability makes them less successful.
Federal District Uses Federal Aid to Fuel Multi-Tiered Instruction
The federal Investing in Innovation program was among the sources of grant funding for the Iredell-Statesville school system in North Carolina.
College & Workforce Readiness Plan to Refocus Md. College-Advising Program Raises Concerns
Should a growing college-access program for low-income students in Maryland focus on high achievers or struggling students?