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Secondary school pupils' preferences for different types of structured grouping practices

Hallam, S; Ireson, J; (2006) Secondary school pupils' preferences for different types of structured grouping practices. British Educational Research Journal , 32 (4) pp. 583-599. 10.1080/01411920600775274. Green open access

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Abstract

The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The article considers whether there are other ways of achieving this, which avoid the negative social and personal outcomes of setting for some pupils.

Type: Article
Title: Secondary school pupils' preferences for different types of structured grouping practices
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/01411920600775274
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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 - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1493634
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