9,329
Views
27
CrossRef citations to date
0
Altmetric
Research papers

Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils

References

  • Blatchford, P., Bassett, P., Goldstein, H., and Martin, C. (2003). Are class size differences related to pupils' educational progress and classroom processes? Findings from the institute of education class size study of children aged 5–7 years. British Educational Research Journal, 29, 709–730. doi:10.1080/0141192032000133668
  • Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex and setting. Buckingham: Open University Press.
  • Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42, 231–268. doi:10.3102/00028312042002231
  • Brown, M., Askew, M., Hodgen, J., Rhodes, V., Millett, A., Denvir, H., & Wiliam, D. (2008). Progression in numeracy ages 5–11: Results from the Leverhulme longitudinal study. In A. Dowker (Ed.), Mathematical difficulties: Psychology and intervention (pp. 85–108). Oxford: Elsevier.
  • Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
  • Clark, H. (2002). Building education: The role of the physical environment in enhancing teaching and research. London: Institute of Education, University of London.
  • Corcoran, P., Walker, K., & Wals, A. (2004). Case studies, make-your-case studies, and case stories: A critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10, 7–21. doi:10.1080/1350462032000173670
  • Davies, J., Hallam, S., & Ireson, J. (2003). Ability groupings in the primary school: Issues arising from practice. Research Papers in Education, 18, 45–60. doi:10.1080/0267152032000048578
  • Denzin, N. K. (1997). Triangulation in educational research. In J. Keeves (Ed.), Educational research, methodology, and measurement: An international handbook (2nd ed., pp. 318–322). Oxford: Elsevier Science.
  • Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.
  • Gee, J. P. (1999). An introduction to discourse analysis. London: Routledge.
  • Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). London: Routledge.
  • Gewirtz, S., & Cribb, A. (2009). Understanding education. A sociological perspective. Cambridge: Polity Press.
  • Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equality. Buckingham: Open University Press.
  • Gray, E., & Tall, D. (1994). Duality, ambiguity, and flexibility: A “proceptual” view of simple arithmetic. Journal for Research in Mathematics Education, 25, 116–140. Retrieved from http://www.jstor.org/stable/749505
  • Hallam, S., & Parsons, S. (2013). Prevalence of streaming in UK primary schools: Evidence from the millennium cohort study. British Educational Research Journal, 39, 514–544. doi:10.1080/01411926.2012.659721
  • Howe, M. (1996). Concepts of ability. In I. Dennis & P. Tapsfield (Eds.), Human abilities:Their nature and measurement (pp. 39–48). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jaworski, B. (1998). The centrality of the researcher: Rigor in a constructivist inquiry into mathematics teaching. In A. Teppo (Ed.), Qualitative research methods in mathematics education (pp. 112–127). Reston, VA: NCTM.
  • Keenan, D., & VanHorn, R. (1979). Educational triage. The Phi Delta Kappan, 60.
  • Kulik, C., & Kulik, J. (1982). Research synthesis on ability grouping. Educational Leadership, 39, 619–621. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198205_kulik.pdf
  • Kurasaki, K. S. (2000). Intercoder reliability for validating conclusions drawn from open-ended interview data. Field Methods, 12, 179–194. doi:10.1177/1525822X0001200301
  • Marks, R. (2012). Discourses of ability and primary school mathematics: Production, reproduction and transformation. Unpublished PhD Thesis, King's College London.
  • Marks, R. (2013). ‘The blue table means you don't have a clue’: The persistence of fixed-ability thinking and practices in primary mathematics in English schools. Forum, 55, 31–44. Retrieved from http://dx.doi.org/10.2304/forum.2013.55.1.31 doi:10.2304/forum.2013.55.1.31
  • Mitchell, J. C. (1984). Case studies. In R. F. Ellen (Ed.), Ethnographic research: A guide to general conduct (pp. 237–241). London: Academic Press.
  • Moore, T., Lapan, S., & Quartaroli, M. (2012). Case study research. In S. Lapan, M. Quartaroli, & F. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 243–270). San Francisco, CA: Jossey-Bass.
  • Neal, D., & Schanzenbach, D. W. (2010). Left behind by design: Proficiency counts and test-based accountability. The Review of Economics and Statistics, 92, 263–283. doi:10.1162/rest.2010.12318
  • Oakes, J. (1982). The reproduction of inequity: The content of secondary school tracking. The Urban Review, 14, 107–120. doi:10.1007/BF02174647
  • Pedder, D. (2006). Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning. Oxford Review of Education, 32, 213–234. doi:10.1080/03054980600645396
  • Solomon, Y. (2007). Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities. International Journal of Educational Research, 46, 8–19. doi:10.1016/j.ijer.2007.07.002
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). London: Sage.
  • Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31, 3–20. doi:10.1080/13632434.2010.540562
  • Wiliam, D., & Bartholomew, H. (2004). It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics. British Educational Research Journal, 30, 279–293. doi:10.1080/0141192042000195245

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.