Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension

2017 ◽  
Vol 51 ◽  
pp. 336-355 ◽  
Author(s):  
P. Karen Murphy ◽  
Jeffrey A. Greene ◽  
Carla M. Firetto ◽  
Mengyi Li ◽  
Nikki G. Lobczowski ◽  
...  
Keyword(s):  
Heterogeneous Grouping

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Novel heterogeneous grouping method based on magic square

2020 ◽  
Vol 517 ◽  
pp. 340-360 ◽  
Author(s):  
Chun-Cheng Peng ◽  
Cheng-Jung Tsai ◽  
Ting-Yi Chang ◽  
Jen-Yuan Yeh ◽  
Meng-Chu Lee
Keyword(s):  
Heterogeneous Grouping ◽  
Magic Square ◽  
Grouping Method

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

Rural Education Teams: A Team Building Project

1995 ◽  
Vol 14 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Helen Hammond ◽  
Jennifer Olson ◽  
Francine Edson ◽  
Robin Greenfield ◽  
Lawrence Ingalls
Keyword(s):  
Rural Education ◽  
Team Building ◽  
Least Restrictive Environment ◽  
Department Of Education ◽  
Heterogeneous Grouping ◽  
Project Staff ◽  
Training Project ◽  
Restrictive Environment ◽  
Building Project

This article describes a rural education project supported by the Idaho Department of Education in which nine education teams participated in team building training. Project staff provided inservice and monitoring to the teams for purposes of establishing transdisciplinary teams, facilitating the education of children in the least restrictive environment, and attaining quality education for all students through heterogeneous grouping. A formalized approach was used to assist the teams in improving their teaming status and consequently the quality of services. Pre- and post measures were taken to analyze the effectiveness of the systematic procedures used with the rural teams

Accelerating Mathematics Achievement Using Heterogeneous Grouping

2006 ◽  
Vol 43 (1) ◽  
pp. 137-154 ◽  
Author(s):  
Carol Corbett Burris ◽  
Jay P. Heubert ◽  
Henry M. Levin
Keyword(s):  
Mathematics Achievement ◽  
Heterogeneous Grouping

scholarly journals A Genetic-algorithm Approach for Balancing Learning Styles and Academic Attributes in Heterogeneous Grouping of Students

2017 ◽  
Vol 12 (03) ◽  
pp. 4 ◽  
Author(s):  
Anon Sukstrienwong
Keyword(s):  
Genetic Algorithm ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Group Composition ◽  
Group Formation ◽  
Heterogeneous Grouping ◽  
Student Groups ◽  
Educational Backgrounds ◽  
Index Of Learning Styles ◽  
Genetic Algorithm Approach

Cooperative learning is an instructional approach in which students work together in small groups in order to achieve a common academic goal. In the context of cooperative learning, students in classrooms tend to learn more by sharing their experiences and knowledge. In addition, a diversity of educational backgrounds and student learning styles can be used to build heterogeneous groups of students. In this paper, we propose an approach for the group composition, regarding the Index of Learning Styles (ILS) questionnaire and prior educational knowledge in order to achieve the mechanism for equity among groups and ensure that heterogeneous students are distributed optimally within the group formation. This causes the search for an optimized group composition of all students more complex and becomes a time-consuming task. Therefore, the proposed algorithm mimics the natural process of a genetic algorithm in order to achieve optimal solutions. In addition, we have implemented our algorithm to construct student groups. Our experiment shows that the algorithm enhances the quality of the group formation of heterogeneous students leading to better solutions.

Experimental Programs: Academic Stimulation of Mathematics Pupils from Their Classroom Association with Brighter Pupils

1969 ◽  
Vol 62 (6) ◽  
pp. 473-475
Author(s):  
Eugene D. Nichols ◽  
Wilburn R. Schrank
Keyword(s):  
Academic Achievement ◽  
Ability Grouping ◽  
Opportunity To Learn ◽  
Homogeneous Group ◽  
Heterogeneous Grouping ◽  
Optimum Level ◽  
Learning Situation ◽  
Curriculum Differentiation ◽  
Maximum Development ◽  
Stimulation Of

One of the most frequent reasons given for grouping pupils according to ability in mathematics is that this procedure provides for the maximum development of each pupil's potential. It is frequently argued that the academic stimulation a bright pupil receives by association with other bright pupils motivates him to greater achievement. If this is true, then the slow student should also benefit by associating with the brighter students; and this is one of the arguments of those who advocate heterogeneous grouping. The results of the experiment described in this paper indicate that academic stimulation is not a factor in the learning situation as far as academic achievement is concerned. This implies that ability grouping for the purpose of increasing achievement is worth less unless provision is also made for curriculum differentiation to the extent that each homogeneous group has the opportunity to learn at its optimum level.

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