This paper explores strategic grouping in a Southern, suburban high school mathematics classroom. Two grouping techniques were implemented on review days in Algebra II classes in which composition based on ability varied strategically. The researcher examined the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping for two units. Formal observations were conducted, and data were collected in two classrooms with three sections of students. A high school mathematics teacher was also interviewed. The researcher paid careful attention to student achievement, engagement, collaboration, and student and teacher perceptions of the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping. Quantitative data suggests significant differences between the two grouping techniques for some factors and sections. Qualitative data supports these mixed results. Conclusions suggest further research with varied pre-assessment design, group size, and study length may need to be conducted. Related research may also need to be conducted focusing on low-ranked students, non-review day learning episodes, and other mathematics courses.
","abstract_html":"<p>This paper explores strategic grouping in a Southern, suburban high school mathematics classroom. Two grouping techniques were implemented on review days in Algebra II classes in which composition based on ability varied strategically. The researcher examined the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping for two units. Formal observations were conducted, and data were collected in two classrooms with three sections of students. A high school mathematics teacher was also interviewed. The researcher paid careful attention to student achievement, engagement, collaboration, and student and teacher perceptions of the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping. Quantitative data suggests significant differences between the two grouping techniques for some factors and sections. Qualitative data supports these mixed results. Conclusions suggest further research with varied pre-assessment design, group size, and study length may need to be conducted. Related research may also need to be conducted focusing on low-ranked students, non-review day learning episodes, and other mathematics courses.</p>","abstract_has_math":false,"creators":["McCaskill, Jennifer"],"institution":null,"degree_name":"Ed.D. in Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Allan Bellman","Tom Brady","Renee Cunningham"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T03:07:00Z","subjects":["Achievement","Alternate Ranking Method for Grouping","Heterogeneous Grouping","Secondary Mathematics","Strategic Within-Class Grouping","Student Engagement","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/1541","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Allan Bellman","Tom Brady","Renee Cunningham"]},{"key":"dc:creator","label":"Author","values":["McCaskill, Jennifer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-23T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Achievement","Alternate Ranking Method for Grouping","Heterogeneous Grouping","Secondary Mathematics","Strategic Within-Class Grouping","Student Engagement","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/1541"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper explores strategic grouping in a Southern, suburban high school mathematics classroom. Two grouping techniques were implemented on review days in Algebra II classes in which composition based on ability varied strategically. The researcher examined the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping for two units. Formal observations were conducted, and data were collected in two classrooms with three sections of students. A high school mathematics teacher was also interviewed. The researcher paid careful attention to student achievement, engagement, collaboration, and student and teacher perceptions of the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping. Quantitative data suggests significant differences between the two grouping techniques for some factors and sections. Qualitative data supports these mixed results. Conclusions suggest further research with varied pre-assessment design, group size, and study length may need to be conducted. Related research may also need to be conducted focusing on low-ranked students, non-review day learning episodes, and other mathematics courses.
"]},{"key":"dc:title","label":"Title","values":["Examining the Alternate Ranking Method for Grouping: Using Mixed-Ability Grouping to Enhance Learning"]}]}],"canonical_facts":{"dc:contributor":["Allan Bellman","Tom Brady","Renee Cunningham"],"dc:creator":["McCaskill, Jennifer"],"dc:date.available":["2020-01-23T08:00:00Z"],"dc:description.abstract":["This paper explores strategic grouping in a Southern, suburban high school mathematics classroom. Two grouping techniques were implemented on review days in Algebra II classes in which composition based on ability varied strategically. The researcher examined the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping for two units. Formal observations were conducted, and data were collected in two classrooms with three sections of students. A high school mathematics teacher was also interviewed. The researcher paid careful attention to student achievement, engagement, collaboration, and student and teacher perceptions of the Alternate Ranking Method for Grouping compared to normal heterogeneous grouping. Quantitative data suggests significant differences between the two grouping techniques for some factors and sections. Qualitative data supports these mixed results. Conclusions suggest further research with varied pre-assessment design, group size, and study length may need to be conducted. Related research may also need to be conducted focusing on low-ranked students, non-review day learning episodes, and other mathematics courses.
"],"dc:identifier":["https://egrove.olemiss.edu/etd/1541"],"dc:subject":["Achievement","Alternate Ranking Method for Grouping","Heterogeneous Grouping","Secondary Mathematics","Strategic Within-Class Grouping","Student Engagement","Science and Mathematics Education"],"dc:title":["Examining the Alternate Ranking Method for Grouping: Using Mixed-Ability Grouping to Enhance Learning"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. in Education"]},"updated_at":"2026-07-24T03:07:00Z"}