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This is a preview. Log in to get access Abstract This article describes differences in classroom interactions for ability-grouped and non-grouped classes for a middle school team of students and their four teachers. Although there were few differences overall between homogeneous and heterogeneous classes, there were significant differences in the interactions of low and high achieving students and for African American and European American students. Low achieving students interacted more in their homogeneous classes and the high achieving students interacted more often in their heterogeneous classes. African American students in this study interacted more in their classes where they were grouped with other students of similar abilities than in their classes consisting of students of mixed abilities. Interviews with the students revealed that low and average achieving students prefer to be placed in classes with students of mixed ability levels, whereas high achieving students prefer classes consisting of only other high achieving students. Equity issues related to grouping students by ability for instruction are discussed. Journal Information As of 2014, the Journal of Classroom Interaction has been publishing relevant and well-researched articles for 50 years. Authors who are interested in being published in the Journal should submit one hard copy and one electronic manuscript to the editor. The Journal has a 9-15% acceptance rate for each issue. Ninety percent of the published volumes are open issues with the remainder being thematic. Each manuscript is double blind reviewed by members of the standing review board and/or guest reviewers. The review process usually takes 9-12 weeks, somewhat longer if received in December, January or during the summer months. Authors whose manuscripts are accepted for review are provided with written critiques. New researchers have the same opportunity to publish in the Journal as a veteran researcher. All authors are encouraged to submit their current research on classroom interaction. Publisher Information The Journal of Classroom Interaction (JCI) has been self-published since its founding in 1965. The Journal began its publication as the Classroom Interaction Newsletter by Dr. Anita Simon of Temple University in Philadelphia, with editorial adviser Dr. Ned Flanders. Dr. Simon indicated in 1965 that the original purpose of the Newsletter was to meet the need to share, discuss and disseminate new ideas regarding research methodology, and variables that generated new knowledge about classroom interaction (Freiberg, 1977). The journal was passed from Anita Simon to Myra and David Sadker at American University who began the transition into a journal format. In 1977, the Journal was passed to Jerome Freiberg at the University of Houston, College of Education, where it currently housed. During this time an international review board was established and continues Recently, the European Science Foundation has recognized JCI in its list of quality international research journals. Rights & Usage This item is part of a JSTOR Collection. What does the research say about within class ability grouping?What does the research say about within-class ability grouping? It is beneficial for both low- and high-ability students. harmful for students assigned to low-track programs, but somewhat beneficial for those assigned to high-track programs. What do proponents of retention argue, according to your textbook?
Which of the following is an advantage of in class ability grouping?Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students.
What is ability grouping and how does it impact academic success?Ability grouping increases student achievement by allowing teachers to focus instruction, proponents say. Teaching a group of like-ability students allows teachers to adjust the pace of instruction to students' needs.
What has happened to the practice of grouping students by ability?But ability grouping and its close cousin, tracking, in which children take different classes based on their proficiency levels, fell out of favor in the late 1980s and the 1990s as critics charged that they perpetuated inequality by trapping poor and minority students in low-level groups.
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Although between-class ability grouping is commonly used in many schools, research suggests:
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