Grouping students for learning has historically been debated among educational professionals. Twenty-first century skills encourage students to work together within their classrooms in preparation for future careers. Adopting Next Generation Science Standards (NGSS) has required educators to encourage collaboration among students for science learning. Understanding the implications of student groupings and differentiated instructional strategies on learning requires an important conversation for educators who strive to support all learners needs sufficiently and prepare them for their future. This qualitative study examines and describes the perceptions of teachers regarding the role of educational student groupings on student learning of science concepts. Ten middle school science teachers participated in one-to-one interviews to gather data. Results indicate teachers group students with a purpose to collectively learn in a collaborative environment as well as a way to maximum their time and resources. Grouping was found to be most efficient when students were working together cooperatively as engaged participants, free from behavioral distractions and supported with special education staff when needed. NGSS influenced classroom instruction by aligning curricular standards and introducing a high level of inquiry, collaboration and twenty-first century skills. These findings support the need for educational grouping professional development for science teachers to strengthen their understanding and practice within the classroom. This study’s findings informs teachers and school leaders as they strive to respond to requirements for educational groupings outlined by Next Generation Science Standards and 21st century skills.
","abstract_html":"<p>Grouping students for learning has historically been debated among educational professionals. Twenty-first century skills encourage students to work together within their classrooms in preparation for future careers. Adopting Next Generation Science Standards (NGSS) has required educators to encourage collaboration among students for science learning. Understanding the implications of student groupings and differentiated instructional strategies on learning requires an important conversation for educators who strive to support all learners needs sufficiently and prepare them for their future. This qualitative study examines and describes the perceptions of teachers regarding the role of educational student groupings on student learning of science concepts. Ten middle school science teachers participated in one-to-one interviews to gather data. Results indicate teachers group students with a purpose to collectively learn in a collaborative environment as well as a way to maximum their time and resources. Grouping was found to be most efficient when students were working together cooperatively as engaged participants, free from behavioral distractions and supported with special education staff when needed. NGSS influenced classroom instruction by aligning curricular standards and introducing a high level of inquiry, collaboration and twenty-first century skills. These findings support the need for educational grouping professional development for science teachers to strengthen their understanding and practice within the classroom. This study’s findings informs teachers and school leaders as they strive to respond to requirements for educational groupings outlined by Next Generation Science Standards and 21st century skills.</p>","abstract_has_math":false,"creators":["McNeil, Erica L."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Andrew Ross","Christopher Clouet"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-01T07:00:00Z","date_published":"2018-05-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/156","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Andrew Ross","Christopher Clouet"]},{"key":"dc:creator","label":"Author","values":["McNeil, Erica L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/156"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Grouping students for learning has historically been debated among educational professionals. Twenty-first century skills encourage students to work together within their classrooms in preparation for future careers. Adopting Next Generation Science Standards (NGSS) has required educators to encourage collaboration among students for science learning. Understanding the implications of student groupings and differentiated instructional strategies on learning requires an important conversation for educators who strive to support all learners needs sufficiently and prepare them for their future. This qualitative study examines and describes the perceptions of teachers regarding the role of educational student groupings on student learning of science concepts. Ten middle school science teachers participated in one-to-one interviews to gather data. Results indicate teachers group students with a purpose to collectively learn in a collaborative environment as well as a way to maximum their time and resources. Grouping was found to be most efficient when students were working together cooperatively as engaged participants, free from behavioral distractions and supported with special education staff when needed. NGSS influenced classroom instruction by aligning curricular standards and introducing a high level of inquiry, collaboration and twenty-first century skills. These findings support the need for educational grouping professional development for science teachers to strengthen their understanding and practice within the classroom. This study’s findings informs teachers and school leaders as they strive to respond to requirements for educational groupings outlined by Next Generation Science Standards and 21st century skills.
"]},{"key":"dc:title","label":"Title","values":["Educational Groupings In The Middle School Science Classroom"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Andrew Ross","Christopher Clouet"],"dc:creator":["McNeil, Erica L."],"dc:date.available":["2018-05-16T07:00:00Z"],"dc:description.abstract":["Grouping students for learning has historically been debated among educational professionals. Twenty-first century skills encourage students to work together within their classrooms in preparation for future careers. Adopting Next Generation Science Standards (NGSS) has required educators to encourage collaboration among students for science learning. Understanding the implications of student groupings and differentiated instructional strategies on learning requires an important conversation for educators who strive to support all learners needs sufficiently and prepare them for their future. This qualitative study examines and describes the perceptions of teachers regarding the role of educational student groupings on student learning of science concepts. Ten middle school science teachers participated in one-to-one interviews to gather data. Results indicate teachers group students with a purpose to collectively learn in a collaborative environment as well as a way to maximum their time and resources. Grouping was found to be most efficient when students were working together cooperatively as engaged participants, free from behavioral distractions and supported with special education staff when needed. NGSS influenced classroom instruction by aligning curricular standards and introducing a high level of inquiry, collaboration and twenty-first century skills. These findings support the need for educational grouping professional development for science teachers to strengthen their understanding and practice within the classroom. This study’s findings informs teachers and school leaders as they strive to respond to requirements for educational groupings outlined by Next Generation Science Standards and 21st century skills.
"],"dc:identifier":["https://dune.une.edu/theses/156"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods"],"dc:title":["Educational Groupings In The Middle School Science Classroom"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}