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Dos and Don'ts of Attainment Grouping

Francis, R; Taylor, R; Hodgen, J; Tereshchenko, A; Archer, L; (2018) Dos and Don'ts of Attainment Grouping. UCL Institute of Education: London, UK. Green open access

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Abstract

There are well-documented challenges with all forms of attainment grouping. Nevertheless, development of support for good practice in student grouping, and effective pedagogy therein, is under-developed. As such, this research-based aide-memoire is intended to improve existing practices in attainment grouping, and mixed attainment grouping, with regard to efficacy and equity. Students from all social backgrounds and prior attainment levels are entitled to equality of access to high quality pedagogy and curriculum, and to opportunities to progress and achieve: this document is intended to support practice to this end.

Type: Report
Title: Dos and Don'ts of Attainment Grouping
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/ioe/sites/ioe/files/dos_and_...
Language: English
Keywords: grouping, schools, mathematics, English, setting, mixed ability, ability grouping, attainment grouping
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Directorate
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10110123
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