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The Balanced View (Volume 6, Number 2, July 2002) provides information on the topic of ability grouping. The point is made about "high-achieving students maintain interest and incentive in homogeneous groups, but lanuish when grouped with slower learners."
http://www.sharingsuccess.org/code/bv/abilitygrouping.pdf
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This ERIC publication by John Hollifield examines the notion of ability grouping. The author asks and answers these questions: Why use ability grouping? How does ability grouping affect student achievement? What should schools and teachers do about ability grouping?
http://www.ericdigests.org/pre-927/grouping.htm
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Reprinted from C-MITES News, Spring 2001, Mary Ann Swiatek, Ph.D. provides answers to the hot topic of ability grouping.
http://www.cmu.edu/cmites/abilitygrouping.html
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This research monograph analyzes the research on ability grouping for the gifted, focusing both on current research and a historical analysis. The study strongly supports the use of ability grouping for gifted populations. This study was sponsored by the federal government through the National Research Center on the Gifted and Talented at the University of Connecticut.
http://www.gifted.uconn.edu/nrcgt/kulik.html
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Author Anne Wheelock is inteviewed by Scholastic Inc. about ability grouping and reports that over half of elementary schools breakout students by ability. What are the benefits and what are the disadvantages?
http://teacher.scholastic.com/professional/classmgmt/abilitygroup.htm
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This position paper for the National Association of School Psychologists advocates for best educational practices meeting the diverse needs of all student populations including individuals identified as gifted and talented.
http://www.nasponline.org/information/pospaper_ag.html
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This research monograph provides an overview of the an extensive research projecton concerning the uses of ability grouping in the education, sponsored by the federal government. The results of this research supported the use of ability grouping of gifted students, especially at the highest ranges of intellect and domain specific talent. The article includes a series of guidelines for practice, based upon the research.
http://www.gifted.uconn.edu/nrcgt/rogers.html
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This school, which serves Grade 1-8 cognitively and academically gifted students from Lorain County, provides a self-contained gifted classroom program based on research in the field of gifted education. Curriculum is tailored to meet the unique needs of gifted students by increased depth, breadth, and pace of learning. Please also see the Lorain County Consortium for Gifted (OH).
http://www.constellationschools.com/LAGS/default.htm
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From a school with state tests scores far below average five years ago, Hosford has soared to numbers far above aveage in reading, writing and math. Educators at this school sort students according to performance rather than grades in math, reading and writing, so sixth-graders may sit next to eighth while studying a short story or work out a polynomial equation.
http://www.hosford.pps.k12.or.us/
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This public charter school accepts children (grades K-6) that have not been identified as gifted and talented yet provides all with a differentiated curriculum. The curriculum and instruction implemented at the TIP (Theory into Practice) Academy is based on the concept of differentiated curriculum as outlined in the California GATE Standards (CDE, 2001) and in the contemporary literature related to gifted education (National Association for the Gifted, California Association for the Gifted), and the education of all students (Tomlinson, 2001, T...
http://www.tipacademy.org/
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This book is part of The Practical Strategies Series in Gifted Education and Karen B. Rogers, a leader in the field of gifted education, provides teachers with practical advice for choosing a grouping option that best fits their students and information on how to assess their grouping choices.
http://www.prufrock.com/productdetails.cfm?PC=588
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Another in the Prufrock Press' Practical Strategies Series in Gifted Education, this book by Sally M. Reis and Joseph S. Renzulli, focuses on differentiation strategy that incorporates content, process, products, classroom management and the teacher's personal commitment to accomodating individual and small-group differences.
http://www.prufrock.com/productdetails.cfm?PC=234
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This book by Carolyn Coil, shows how to put differentiation into practice with practical, timesaving methods. Coil provides 49 ready-to-use differentiated topic lessons and units that include hundreds of activities. From map skills and space exploration, to early settlers, this wonderful resource provides you with the hands-on lessons and units that can be used right away or modified to meet special requirements.
http://www.prufrock.com/productdetails.cfm?PC=230
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