Primary pupils' experiences of different types of grouping in school

This digest found in

Pupil grouping and organisation of classes

Authors

Hallam, Susan; Ireson, Judith & Davies, Jane
University of London and University of Sunderland

Publisher

British Educational Research Journal, 30(4) August 2004, pp 516 – 533.

Introduction

Why group by ability?

Although educational theory had decided against ability grouping (‘setting’ and ‘streaming’) from the 70s onwards, over the last ten years it has been making a comeback. The increase in the level of setting in both primary and secondary schools has been as a result of government guidance and because setting generally is seen as a means of raising standards.

This study looked at primary school pupils’ perceptions of the purposes and practices of ability grouping; their experiences of these practices, and how their attitudes, behaviour, self-esteem, social interaction, and feelings towards school were affected. It did not look at performance.

It found that pupils were aware of the purposes of ability grouping, and that most supported the practices used in their school. They saw the main advantage of ability grouping as having their work set at an appropriate level and the main disadvantage as the stigmatisation of lower level pupils. Interestingly while most of the children expressed positive feelings about their school, neither positive nor negative attitudes were related to ability grouping. Grouping did affect pupils’ awareness of their place in the ‘pecking order’ and the nature of teasing in the school. The findings suggest that whether or not they were grouped by ability was of less importance to pupils than a supportive school ethos.

This study formed part of a larger study Grouping pupils and students – what difference does the type of grouping make to teaching and learning in schools? (Click to Where can I find out more? for details)

Keywords:
United Kingdom; England; Key Stage 2; Primary schools; Setting; Streaming; Attitudes; Self-esteem; Social skills; Friendship

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction The benefits and disadvantages of grouping by ability What the study found What was the aim and the design of this study? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Primary pupils' experiences of different types of grouping in school This digest found in Pupil grouping and organisation of classes Send to a friend Word doc 80KB Printer friendly Authors Hallam, Susan; Ireson, Judith & Davies, Jane University of London and University of Sunderland Publisher British Educational Research Journal, 30(4) August 2004, pp 516 – 533. Introduction Why group by ability? Although educational theory had decided against ability grouping (‘setting’ and ‘streaming’) from the 70s onwards, over the last ten years it has been making a comeback. The increase in the level of setting in both primary and secondary schools has been as a result of government guidance and because setting generally is seen as a means of raising standards. This study looked at primary school pupils’ perceptions of the purposes and practices of ability grouping; their experiences of these practices, and how their attitudes, behaviour, self-esteem, social interaction, and feelings towards school were affected. It did not look at performance. It found that pupils were aware of the purposes of ability grouping, and that most supported the practices used in their school. They saw the main advantage of ability grouping as having their work set at an appropriate level and the main disadvantage as the stigmatisation of lower level pupils. Interestingly while most of the children expressed positive feelings about their school, neither positive nor negative attitudes were related to ability grouping. Grouping did affect pupils’ awareness of their place in the ‘pecking order’ and the nature of teasing in the school. The findings suggest that whether or not they were grouped by ability was of less importance to pupils than a supportive school ethos. This study formed part of a larger study Grouping pupils and students – what difference does the type of grouping make to teaching and learning in schools? (Click to Where can I find out more? for details) Keywords: United Kingdom; England; Key Stage 2; Primary schools; Setting; Streaming; Attitudes; Self-esteem; Social skills; Friendship