Harvesting the crops of ability grouping practice in schools from the field of literature

References

• Ainsworth, J. (2013). Sociology of education: An A-to-Z guide. Sage Publications.
   Google Scholar
• Anthony, G., & Hunter, R. (2017). Grouping practice in New Zealand mathematics classrooms: Where are we at and where should we be? New Zealand Journal of Educational Studies, 52(1), 73–21. https://doi.org/10.1007/s40841-016-0054-z
   Web of Science ®Google Scholar
• Archer, L., Francis, B., Miller, S., Taylor, B., Tereshchenko, A., Mazenod, A., Pepper, D., & Travers, M. (2018). The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about the setting. British Educational Research Journal, 44(1), 119–140. https://doi.org/10.1002/berj.3321
   Web of Science ®Google Scholar
• Arezki, R., Belhaj, F., & Shah, P. (2019). Promoting a new economy for the middle East and North Africa. World bank group.
   Google Scholar
• Bailey, C., & Bridges, D. (1983). Mixed ability grouping: A philosophical perspective. Routledge.
   Google Scholar
• Baker, N. (2018). Grouping Students by Ability: Is There a Difference in Academic Achievement? Retrieved from: https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?sequence=1&isAllowed=y.
   Google Scholar
• Ball, S. (2010). New class inequalities in education: Why education policy may be looking in the wrong place! Education policy, civil society and social class. The International Journal of Sociology and Social Policy, 30(3/4), 1–19. https://doi.org/10.1108/01443331011033346
   Google Scholar
• Ball, S. (2017). The education debates. Policy Press.
   Google Scholar
• Bergeron, K. (2016). Esteemicide: Countering the Legacy of Self-Esteem in Education. Retrieved from
   Google Scholar
• Boaler, J., Wiliam, D., & Brown, M. (2000). Students’ experiences of ability grouping disaffection, polarization and the construction of failure. British Educational Research Journal, 26(5), 663–664. https://doi.org/10.1080/713651583/
   Web of Science ®Google Scholar
• Boaler, J., Wiliam, D., & Brown, M. (2013). Students’ experiences of ability grouping— disaffection, polarization, and the construction of failure. British Educational Research Journal, 26(5), 631–648. https://doi.org/10.1080/713651583
   Google Scholar
• Bourdieu, P. (1973). Cultural reproduction and social reproduction. In I. I. A. I. Brown (Ed.), Knowledge, education and cultural change (pp. 71–113). Tavistock.
   Google Scholar
• Bourdieu, P. (1995). Social space and symbolic power. The polity reader in social theory. Polity press.
   Google Scholar
• Bourdieu, P. (2002). Structure, habitus, practices. In C. Calhoun, J Gerteis, j. Moody, & S. Pfaff & J. Virk (Eds.), Contemporary sociological theory (pp. 323–386). Blackwell Publishing.
   Google Scholar
• Bourdieu, P., & Passeron, C. (1977/2000). Reproduction in education, society, and culture. Sage.
   Google Scholar
• Bremner, S. (2008). Some thoughts on teaching a mixed ability class. Scottish Languages Review, (18) , 1–10.
   Google Scholar
• Carter, L., & Welner, G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford University Press.
   Google Scholar
• Clifton, J., & Cook, W. (2012). Closing the attainment gap in England’s secondary schools.
   Google Scholar
• Coe, R., ALoisi, C., Higgins, S., & Major, L. (2014). What makes great teaching? Review of the underpinning research. Sutton trust.
   Google Scholar
• Cornelia, L. (2011). To set or not to set? Retrieved from https://www.tes.com/news/set-or-not-set.
   Google Scholar
• Crawford, C., Macmillan, L., & Vignoles, A. (2017). When and why do initially high-achieving poor children fall behind? Oxford Review of Education, 43(1), 88–108. https://doi.org/10.1080/03054985.2016.1240672
   Web of Science ®Google Scholar
• Devine, D., & Luttrell, W. (2013). Constructing the productive child? The added value of migrant children in schools. Children & Society, 27(4), 231–244. https://doi.org/10.1111/chso.12038
   Google Scholar
• DfE. (2015). National curriculum assessment at key stage 2 in England, 2015 (Revised): Statistical first release. Department for education.
   Google Scholar
• DfES. (2005). Higher standards, better schools for all. Department for education and skills.
   Google Scholar
• Djurayeva, Y. (2021). Teaching mixed–ability students in the classroom. Academic Research in Educational Sciences, 2(2), 1071–1075.
   Google Scholar
• Dunne, M., Humphreys, S., Dyson, A., Sebba, J., Gallannaugh, F., & Muijs, D. (2011). The teaching and learning of pupils in low-attainment sets. The Curriculum Journal, 22(4), 485–513. https://doi.org/10.1080/09585176.2011.627206
   Google Scholar
• Eder, D., & Felmlee, D. (1984). Development of attention norms in ability groups. In <. I. I. A. I. <. Peterson, <. I. I. A. I. <. Wilkinson, & <. I. I. A. I. <. Hallinan (Eds.), The social context of instruction: Group organization as group processes (pp. 189–207). Academic Press.
   Google Scholar
• Francis, B., Archer, L., Hodgen, J., Pepper, D., Taylor, B., & Travers, M. (2017). Exploring the relative lack of impact of research on ‘ability grouping’ in England: A discourse analytic account. Cambridge Journal of Education, 47(1), 1–17. https://doi.org/10.1080/0305764X.2015.1093095
   Web of Science ®Google Scholar
• Francis, B., Hodgen, J., Craig, N., Taylor, B., Archer, L., Mazenod, A., Tereschenko, A., Connolly, & Connolly, P. (2019). Teacher ‘quality’ and attainment grouping: The role of within-school teacher deployment in social and educational inequality. Teaching and Teacher Education, 77, 183–192. https://doi.org/10.1016/j.tate.2018.10.001
   Web of Science ®Google Scholar
• Francis, B., & Wong, B. (2013). What is preventing social mobility? A review of the evidence. file:///Users/MacBook/Downloads/Francis%20and%20wong.pdf.
   Google Scholar
• Galton, M., & Moon, B. (2018). Handbook of teacher training in Europe. Issues and trends. Routledge Revivals.
   Google Scholar
• Gamoran, A. (1986). Instructional and institutional effects of ability grouping. Sociology of Education, 59(4), 185–199. https://doi.org/10.2307/2112346
   Web of Science ®Google Scholar
• Gazeley, L. (2018). Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England. Educational Review, 71(6), 1–18. https://doi.org/10.1080/00131911.2018.1469468
   Web of Science ®Google Scholar
• Gillard, D. (2008). Us and Them: a history of pupil grouping policies in England’s schools. Retrieved from http://www.educationengland.org.uk/articles/27grouping.html.
   Google Scholar
• Gillborn, D., & Youdell, D. (2000). Rationing Education: Policy, practice, reform, and equity. Open University Press.
   Google Scholar
• Hadow report. (1931). The primary school. HM Stationery Office.
   Google Scholar
• Hallam, S., & Parsons, S. (2012). Prevalence of streaming in the UK primary schools: Evidence from the millennium cohort study. British Educational Research Journal, 1–31. https://doi.org/10.1080/01411926.2012.659721
   Web of Science ®Google Scholar
• Hallam, S., & Toutounji, L. (1996). What do we know about the grouping of pupils by ability? A Research review. Institute of Education, University of London.
   Google Scholar
• Hamilton, L., & O’hara, P. (2011). The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools. Teaching and Teacher Education, 27(4), 712–721. https://doi.org/10.1016/j.tate.2010.11.009
   Web of Science ®Google Scholar
• Harlen, W., & Malcolm, H. (1997). Setting and streaming: A research review. Institute of Education Sciences, Scottish council for research in education.
   Google Scholar
• Hawley, D. (1971). The trucial states. Twayne Publisher, Inc.
   Google Scholar
• Higgins, S., Katsipataki, M., Coleman, R., Henderson, P., Major, E., & Coe, R. (2015). The Sutton Trust - education endowment foundation teaching and learning toolkit. Education Endowment Foundation.
   Google Scholar
• Holt, L. (2004). Children with mind-body differences: Performing disability in primary school classrooms. Children Geographies, 2(2), 219–236. https://doi.org/10.1080/14733280410001720520
   Google Scholar
• Hopkyns, S. (2017). A conflict of desires: global English and its effects on cultural identity in the United Arab Emirates. A thesis submitted for PhD. University of Leicester,
   Google Scholar
• Ireson, J., & Hallam, S. (1999). Raising standards: Is ability grouping the answer? Oxford Review of Education, 25(3), 343–358. https://doi.org/10.1080/030549899104026
   Web of Science ®Google Scholar
• Ireson, J., & Hallam, S. (2001). Ability grouping in education. Paul Chapman Publishing.
   Google Scholar
• Jackson, B. (1964). Streaming: An education system in miniature. Routledge & Kegan Paul.
   Google Scholar
• Johnson, W., Skon, L., & Johnson, R. (1980). Effects of cooperative, competitive, and individualistic conditions on children’s problem-solving performance. American Educational Research Journal, 17(1), 83–93. https://doi.org/10.3102/00028312017001083
   Web of Science ®Google Scholar
• Kelly, S. (2004). Are teachers tracked? On what basis and with what consequences? Social Psychology of Education, 7(1), 55–72. https://doi.org/10.1023/B:SPOE.0000010673.78910.f1
   Google Scholar
• Kippels, S., & Ridge, N. (2019). The growth and transformation of K–12 Education in the UAEEducation in the United Arab Emirates. In K. Gallagher (.), Innovation and Transformation (pp. 37–55). Springer.
   Google Scholar
• 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. The Forum, 55(1), 31–44. https://doi.org/10.2304/forum.2013.55.1.31
   Google Scholar
• Marks, R. (2014). The dinosaur in the classroom. What we stand to lose through ability grouping in primary schools. FORUM: For Promoting 3-19 Comprehensive Education, 56(1), 45–54. https://doi.org/10.2304/forum.2014.56.1.45
   Google Scholar
• Matsumoto, A. (2019). Literature review on education reform in the UAE. International Journal of Educational Reform, 28(1), 4–23. https://doi.org/10.1177/1056787918824188
   Google Scholar
• Mazenod, A., Francis, B., Archer, L., Hodgen, J., Taylor, B., Tereshchenko, A., & Pepper, D. (2018). Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools. Cambridge Journal of Education, 49(1), 53–68. https://doi.org/10.1080/0305764X.2018.1441372
   Web of Science ®Google Scholar
• McGillicuddy, D., & Devine, D. (2018). Turned off or ready to fly - ability grouping as an act of symbolic violence in primary school. Teaching and Teacher Education, 70, 88–99. https://doi.org/10.1016/j.tate.2017.11.008
   Web of Science ®Google Scholar
• Muijs, D., & Dunne, M. (2010). Setting by ability-or, is it? A quantitative study of determinants of set placement in English secondary schools. Educational Research, 52(4), 391–407. https://doi.org/10.1080/00131881.2010.524750
   Web of Science ®Google Scholar
• Murphy, P., Greene, J., Firetto, C., Li, M., Lobczowski, N., Duke, R., Wei, L., & Croninger, R. (2017). Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension. Contemporary Educational Psychology, 51, 336–355. https://doi.org/10.1016/j.cedpsych.2017.09.003
   Web of Science ®Google Scholar
• Papay, J., & Kraft, M. (2014). Productivity returns to experience in the teacher labour market: Methodological challenges and new evidence on long-term career improvement. Journal of Public Economics, 130, 105–119. https://doi.org/10.1016/j.jpubeco.2015.02.008
   Web of Science ®Google Scholar
• Parsons, S., & Hallam, S. (2014). The impact of streaming on attainment at age seven: Evidence from the millennium cohort study. Oxford Review of Education, 40(5), 567–589. https://doi.org/10.1080/03054985.2014.959911
   Web of Science ®Google Scholar
• Perry, E., & Francis, B. (2010). The social class gap for educational achievement: A review of the literature. Retrieved from https://www.researchgate.net/publication/263747505_The_Social_Class_Gap_for_Educational_Achievement_A_Review_of_the_Literature.
   Google Scholar
• Ridge, N. (2014). Education and the reverse gender divide in the Gulf States: Embracing the global, ignoring the local. Teachers College Press.
   Google Scholar
• Rockoff, J., Jacob, B., Kane, T., & Staiger, D. (2011). Can you recognize an effective teacher when you recruit one? Education Finance and Policy, 6(1), 43–74. https://doi.org/10.1162/EDFP_a_00022
   Web of Science ®Google Scholar
• Rodrik, D. (2017). Populism and the economics of globalization. NBER working paper series, 1–45.
   Google Scholar
• Romy Alexandra Claire Trigg-Smith. (2011). Investigating Headteachers’ Impact on Grouping Practices: Justifying an Analysis on How Headteachers Incorporate Ideas of Equity into Grouping Practices. Educate, 28–44.
   Google Scholar
• Saleh, M., Lazonder, W., & De Jong, D. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instructional Science, 33(2), 105–119. https://doi.org/10.1007/s11251-004-6405-z
   Web of Science ®Google Scholar
• Sands, M., & Kerry, T. (2020). Mixed Ability Teaching. Routledge.
   Google Scholar
• Sass, T., Semykina, A., & Harris, N. (2014). Value-added models and the measurement of teacher productivity. Economics of Education Review, 38, 9–23. https://doi.org/10.1016/j.econedurev.2013.10.003
   Web of Science ®Google Scholar
• Sennett, R., & Cobb, J. (1993). The hidden injuries of class. W.W. Norton & Co.
   Google Scholar
• Sims, S. (2017). Could we get the best teachers into the most deprived schools? Retrieved from https://ioelondonblog.wordpress.com/2017/09/19/could-we-get-the-best-teachers-into-the-most-deprived-schools/.
   Google Scholar
• Smith, S. (2004). Britain’s revival and Fall in the Gulf. Kuwait, Bahrain, Qatar and the Trucial States, 1950-71. Routledge.
   Google Scholar
• Social Mobility and Child Poverty Commission. (2014). Elitist Britain. Social Mobility & Child Poverty Commission.
   Google Scholar
• Stewart, W. (2013). Do setting and streaming work? Retrieved from www.tes.com/news/tes-arc/hive/tes-publication/do-setting-andstreaming-work-0.
   Google Scholar
• Taylor, B., Francis, B., Craig, N., Archer, L., Hodgen, J., Mazenod, A., Tereschenko, A., & David, P. (2018). Why is it difficult for schools to establish equitable practices in allocating students to attainment ‘sets’? British Journal of Educational Studies, 67(1), 1–20. https://doi.org/10.1080/00071005.2018.1424317
   Web of Science ®Google Scholar
• Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Pepper, D., & Travers, M. (2019). Learners’ attitudes to mixed-attainment grouping: Examining the views of students of high, middle and low attainment. Research Papers in Education, 34(4), 425–444. https://doi.org/10.1080/02671522.2018.1452962
   Web of Science ®Google Scholar
• Thorne, C. (2011). The impact of educational reform on the work of the school principal in the United Arab Emirates. Educational Management Administration & Leadership, 39(2), 172–185. https://doi.org/10.1177/1741143210390058
   Web of Science ®Google Scholar
• Tomlinson, C. (2012). Teach UP for Excellence. Educational Leadership: Journal of the Department of Supervision and Curriculum Development, 69(5), 1–10.
   Web of Science ®Google Scholar
• Towers, E., Taylor, B., Tereshchenko, A., & Mazenod, A. (2019). ‘The reality is complex’: Teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13, International Journal of Primary, Elementary, and Early years’ Education, 48(1), 1–15. https://doi.org/10.1080/03004279.2019.1569707
   Google Scholar
• Trigg-Smith, R. (2011). Investigating head teachers’ impact on grouping practice: Justifying an analysis on how headteachers incorporate ideas of equity into grouping practice. The educate-Special issue, 28–44.
   Google Scholar
• UNICEF. (2015). Equity, educational access and learning outcomes in the middle east and north Africa. Jordan. MENA regional office.
   Google Scholar
• Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. The Gifted Child Quarterly, 58(1), 51–68. https://doi.org/10.1177/0016986213513795
   Web of Science ®Google Scholar
• Watanabe, M. (2007). Lessons from a teacher inquiry group about tracking: Perceived student choice in course-taking and its implications for de-tracking reform. Teachers’ College Record, 109(9), 2136–2170. https://doi.org/10.1177/016146810710900902
   Web of Science ®Google Scholar
• Webb, N. (1980). A process-outcome analysis of learning in group and individual settings. Educational Psychologist, 15(2), 69–83. https://doi.org/10.1080/00461528009529217
   Google Scholar
• Webb, N. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366–389. https://doi.org/10.2307/749186
   Web of Science ®Google Scholar
• Welch, F. (1990). The employment of black men. Journal of Labour Economics, 8(1), 26–74. https://doi.org/10.1086/298244
   Web of Science ®Google Scholar
• Welner, K., & Burris, C. (2006). Alternative approaches to the politics of de-tracking. Theory into Practice, 45(1), 90–99. https://doi.org/10.1207/s15430421tip4501_12
   Web of Science ®Google Scholar
• Worthy, J. (2010). Only the names have been changed: Ability grouping revisited. The Urban Review, 42(4), 271–295. https://doi.org/10.1007/s11256-009-0134-1
   Google Scholar
• Wragg, J. (1990). The impact of adolescent development: Implications for the timing, evaluation and development of drug education programs. Drug Education Journal of Australia, 4(3), 233–239.
   Google Scholar
• Yonezawa, S., & Jones, M. (2000). Students’ perspective on tracking and de-tracking. Theory into Practice, 45(1), 15–23. https://doi.org/10.1207/s15430421tip4501_3
   Google Scholar
• Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Springer.
   Google Scholar