How Does Heterogeneous Ability Grouping and Homogeneous Ability Grouping Compare in Academic Growth and in Building Self-Esteem?

In the last few years, educators have questioned the concept of ability grouping. While many schools are still using homogeneous ability grouping of students believing that this is the best way for students to learn and the best way to teach, today there are present challenges to this concept. Educators are re-examining their ideas. Research is beginning to say something else. In this thesis I will research the question, "How does heterogeneous ability grouping and homogeneous ability grouping affect academic growth and build self-esteem?" This question has surfaced frequently in a number of the schools in the Diocese of Des Moines. Research is needed to determine the direction our schools should be taking on this matter in the future. The review of literature in this area will include a research that began in 1929 with T. L. Purdom and continues today with R. E. Slavin (1987). An ERIC search for pertinent information and a follow up of articles through the bibliographies will be very helpful. When the research on this question is complete, it may also benefit many of the surrounding area school districts who may also be struggling with this issue of ability grouping.

Grantor dc:publisher

Drake University

Year dc:date.issued

1993

Author dc:creator

• Cordaro, Joseph Frank

• Ability grouping in education--Evaluation
• Mixed ability grouping in education--Evaluation
• Academic achievement
• Self-esteem in children
• Learning ability--Evaluation

Language dc:language.iso

en_US

Dc Identifier Other

1993 .C812

OAI identifier oai:identifier

oai:escholarshare.drake.edu:2092/481