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Claudio Allende, Juan D. Díaz, Cristóbal Villalobos, Juan Pablo Valenzuela, Ignacio Wyman & Ernesto Treviño. (2024) Effects of between-class ability grouping on secondary students’ academic achievement: quasi-experimental evidence from Chile. School Effectiveness and School Improvement 35:2, pages 161-192.
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Carmel Conn & Susan Davis. (2024) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 39:1, pages 127-148.
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Muhammad Zubair, Ambreen Alam & Samir Dukmak. (2023) Harvesting the crops of ability grouping practice in schools from the field of literature. Cogent Education 10:1.
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Jim Hordern & Clare Brooks. (2023) The core content framework and the ‘new science’ of educational research. Oxford Review of Education 49:6, pages 800-818.
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Olivia Johnston, Helen Wildy & Jennifer Shand. (2023) Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes: A study of Grade 10 students in Western Australia. Research Papers in Education 38:4, pages 543-567.
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Shaun D. Wilkinson & Dawn Penney. (2023) A national survey of ability grouping practices in secondary school physical education in England. Research Papers in Education 0:0, pages 1-20.
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Hui Wang, Ronnel B. King & Dennis M. McInerney. (2023) Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education 38:2, pages 121-142.
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Shaun D. Wilkinson & Dawn Penney. (2022) Mixed-ability grouping in physical education: investigating ability and inclusivity in pedagogic practice. Sport, Education and Society 27:7, pages 775-788.
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Samyia Ambreen. (2021) Children’s Perspectives Toward Ability-Based Group Work in a Primary Classroom. Journal of Research in Childhood Education 35:4, pages 651-665.
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Nancy Barclay. (2021) Valid and valuable: lower attaining pupils’ contributions to mixed attainment mathematics in primary schools. Research in Mathematics Education 23:2, pages 208-225.
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Eszter Neumann. (2021) Setting by numbers: datafication processes and ability grouping in an English secondary school. Journal of Education Policy 36:1, pages 1-23.
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Tom Francome & Dave Hewitt. (2020) “My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics. Educational Review 72:4, pages 475-494.
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Carmel Conn, David Vittle Thomas, Cathryn Knight, Charlotte Greenway & Lisa Formby. Learner experiences of low attainment groups in the context of a rights approach to education. Pedagogy, Culture & Society 0:0, pages 1-17.
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Articles from other publishers (18)
Maria Galea. (2024) Experiences of Gifted Mathematics Students in Mainstream Classrooms. Malta Journal of Education 4:1, pages 45-65.
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Karan Vickers‐Hulse & Sarah Whitehouse. (2024) Accept or challenge? Exploring the experiences of pre‐service teachers from minoritised groups. British Educational Research Journal.
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Shaun D. Wilkinson & Dawn Penney. (2024) Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England. British Educational Research Journal.
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Aekaterini Mavri, Andri Ioannou & Fernando Loizides. (2023) A model for enhancing creativity, collaboration and pre-professional identities in technology-supported cross-organizational communities of practice. Education and Information Technologies.
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Helena Roos. (2023) Students’ voices of inclusion in mathematics education. Educational Studies in Mathematics 113:2, pages 229-249.
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Hassan Hossein-Mohand & Hossein Hossein-Mohand. (2023) Influence of motivation on the perception of mathematics by secondary school students. Frontiers in Psychology 13.
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Claudio Allende, Lorena Ortega & Juan Pablo Valenzuela. 2023. Educational Markets and Segregation. Educational Markets and Segregation
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Shaun D. Wilkinson & Dawn Penney. (2022) ‘The participation group means that I'm low ability’: Students’ perspectives on the enactment of ‘mixed‐ability’ grouping in secondary school physical education. British Educational Research Journal 48:5, pages 932-951.
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Alexandra Freidus. (2021) Looking Smart: Race and Academic Ability in a Diversifying Middle School. Anthropology & Education Quarterly 53:2, pages 149-166.
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David Baidoo-Anu. (2022) Between-school streaming: Unpacking the experiences of secondary school teachers and students in category C schools in Ghana. International Journal of Educational Research Open 3, pages 100188.
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Vikki Boliver & Queralt Capsada-Munsech. (2021) Does ability grouping affect UK primary school pupils’ enjoyment of Maths and English?. Research in Social Stratification and Mobility 76, pages 100629.
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Andrew Marks, Geoff Woolcott & Christos Markopoulos. (2021) Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education 16:3, pages em0657.
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Yusuf Hanafi, Nurul Murtadho, Abd Rauf Hassan, M. Alifudin Ikhsan, Tsania Nur Diyana & Muhammad Saefi. (2021) SELF-REGULATION IN QUR’AN LEARNING. Malaysian Journal of Learning and Instruction 18:No.2, pages 103-128.
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Matthew J. Easterbrook & Ian R. Hadden. (2020) Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions. Social Issues and Policy Review 15:1, pages 180-236.
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Jonathan Rix & Nigel Ingham. (2021) The impact of education selection according to notions of intelligence: A systematic literature review. International Journal of Educational Research Open 2, pages 100037.
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Felicity McLure, Mihye Won & David F. Treagust. (2020) ‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence. Disciplinary and Interdisciplinary Science Education Research 2:1.
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Verónica López, Sebastián Ortiz, Juan Pablo Valenzuela, Claudio Allende & Luis González. (2020) La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 18:4, pages 301-324.
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Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego & Elena Duque. (2020) Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers. Social Sciences 9:7, pages 116.
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