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Best Practice in Mixed Attainment Grouping

Taylor, R; Travers, M-C; Francis, R; Hodgen, J; Sumner, C; (2015) Best Practice in Mixed Attainment Grouping. Education Endowment Foundation/King’s College London: London, UK. Green open access

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Abstract

Welcome to the Best Practice in Grouping Students project. Thank you for your commitment to ensuring that the best pedagogy possible is offered to all our students, and especially those from disadvantaged backgrounds. Thank you also for participating with us in this Education Endowment Foundation-funded research to support this good practice: together we can make a difference, and build the research evidence and good practice needed to improve the educational experiences and outcomes of all students. Research evidence suggests that students with lower prior attainment (often students from disadvantaged backgrounds) do better if taught in mixed-attainment (‘mixed-ability’) settings. However, we know less about why this is, or what characterises successful practice in mixedattainment classes. The Best Practice in Mixed- Attainment intervention seeks to address these questions by applying and testing principles of good practice. The information in this resource supports pedagogy in the Best Practice in Mixed- Attainment intervention. It explains the intervention rationale and methods, provides information on the elements needed to support high expectations and appropriate pedagogic approaches, and also presents some exemplar English and maths lessons. The exemplar lessons have been provided by our brilliant pilot schools, and are intended as discussion points and exemplars for further development, as well as for potential use. I hope you find the resource useful, and of course we welcome your feedback. Thanks again for your participation, and I hope that you find the project journey stimulating and rewarding.

Type: Report
Title: Best Practice in Mixed Attainment Grouping
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.kcl.ac.uk/research/centre-for-public-p...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: mixed attainment, English teaching, mathematics teaching, secondary schools, grouping, mixed ability
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
URI: https://discovery.ucl.ac.uk/id/eprint/10117725
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