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The Student Grouping Study: investigating the effects of setting and mixed attainment grouping

Hodgen, J; Taylor, R; Anders, J; Tereshchenko, A; Francis, R; (2019) The Student Grouping Study: investigating the effects of setting and mixed attainment grouping. Education Endowment Foundation: London, UK. Green open access

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Abstract

The study uses a matched design in a natural context, to explore the difference in student outcomes of two approaches to grouping students: grouping by ability (or setting), and mixed attainment grouping. As such, the research team will not be delivering an ‘intervention’, but will be measuring the outcomes of grouping practices already in use in recruited schools. Our description of the practices being compared follows the TIDieR1 framework

Type: Report
Title: The Student Grouping Study: investigating the effects of setting and mixed attainment grouping
Open access status: An open access version is available from UCL Discovery
Publisher version: https://educationendowmentfoundation.org.uk/public...
Language: English
Additional information: © 2019 The Education Endowment Foundation (EEF). This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions.
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 - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
URI: https://discovery.ucl.ac.uk/id/eprint/10117537
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