期刊
TEACHING AND TEACHER EDUCATION
卷 70, 期 -, 页码 88-99出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.11.008
关键词
Ability grouping; Primary school; Pedagogy; Numeracy and literacy; Teacher expectations; Symbolic violence
资金
- Department of Children and Youth Affairs, Ireland
This paper presents findings from a mixed methodological study exploring teacher perspectives on the use of ability grouping in primary schools in Ireland. Results indicated that teachers were shown to 'funnel and filter' children into differentiated ability groups, conceptualised as acts of symbolic violence. This had particular implications for learners assigned to the 'weaker' groups, most especially boys, minority ethnic/migrant children and those with additional support needs. Factors related to length of teacher experience and engagement with continuous professional development were found to mediate the strength of framing of children's learning in ability groups. (C) 2017 Elsevier Ltd. All rights reserved.
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