Meta-analytic Findings on Grouping Programs
dc.contributor.author | Kulik, James A. | en_US |
dc.contributor.author | Kulik, Chen-Lin | en_US |
dc.date.accessioned | 2010-04-13T19:21:07Z | |
dc.date.available | 2010-04-13T19:21:07Z | |
dc.date.issued | 1992 | en_US |
dc.identifier.citation | Kulik, James; Kulik, Chen-Lin (1992). "Meta-analytic Findings on Grouping Programs." Gifted Child Quarterly 36(2): 73-77. <http://hdl.handle.net/2027.42/67315> | en_US |
dc.identifier.issn | 0016-9862 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/67315 | |
dc.description.abstract | Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor adjustment of course content for ability groups, usually have little or no effect on student achievement. Programs that entail more substantial adjustment of curriculum to ability, such as cross-grade and within-class programs, produce clear positive effects. Programs of enrichment and acceleration, which usually involve the greatest amount of curricular adjustment, have the largest effects on student learning. These results doe not support recent claims that no one benefits from grouping or that students in the lower groups are harmed academically and emotionally by grouping. | en_US |
dc.format.extent | 3108 bytes | |
dc.format.extent | 466807 bytes | |
dc.format.mimetype | text/plain | |
dc.format.mimetype | application/pdf | |
dc.publisher | Sage Publications | en_US |
dc.title | Meta-analytic Findings on Grouping Programs | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | The University of Michigan | en_US |
dc.contributor.affiliationum | The University of Michigan | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/67315/2/10.1177_001698629203600204.pdf | |
dc.identifier.doi | 10.1177/001698629203600204 | en_US |
dc.identifier.source | Gifted Child Quarterly | en_US |
dc.identifier.citedreference | Courtis, S.A. (1925). Ability-grouping in Detroit schools. In G. M. Whipple (Ed.), The ability grouping of pupils, 35th Yearbook of the National Society for the Study of Education (Part I, pp. 44-47). Bloomington, IL: Public School Publishing. | en_US |
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dc.identifier.citedreference | Kulik, C.-L.C., & Kulik, J.A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415-428. | en_US |
dc.identifier.citedreference | Kulik, C.-L. & Kulik, J.A. (1984, August). Effects of ability grouping on elementary school pupils: A meta-analysis. Paper presented at the annual meeting of the American Psychological Association, Toronto. (ERIC Document Reproduction Service No. Ed 255 329) | en_US |
dc.identifier.citedreference | Kulik, J.A. (1991). Ability grouping. Research-based decision-making series. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut. | en_US |
dc.identifier.citedreference | Kulik, J.A., & Kulik, C.-L.C. (1984). Effects of accelerated instruction on students. Review of Educational Research, 54, 409-426. | en_US |
dc.identifier.citedreference | Kulik, J.A., & Kulik, C.-L.C. (1987). Effects of ability grouping on student achievement. Equity and Excellence, 23, 22-30. | en_US |
dc.identifier.citedreference | Kulik, J.A., & Kulik, C.-L.C. (1991). Ability grouping and gifted students. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (pp. 178-196). Boston, MA: Allyn & Bacon. | en_US |
dc.identifier.citedreference | Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press. | en_US |
dc.identifier.citedreference | Slavin, R.E. (1987). Ability grouping and student achievement in elementary schools: Best evidence synthesis. Review of Educational Research, 57, 293-336. | en_US |
dc.identifier.citedreference | Slavin, R.E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499. | en_US |
dc.identifier.citedreference | Whipple, G.M. (1919). Classes for gifted children. Bloomington, IL: Public School Publishing. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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