An exploration into the validity of claims made by one junior school as to the perceived benefits of target-grouping for mathematics

Rose, H, 2000. An exploration into the validity of claims made by one junior school as to the perceived benefits of target-grouping for mathematics. EdD, Nottingham Trent University.

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Abstract

In the British government's quest to improve educational standards they have supported the introduction of target grouping in schools [DfEE, July, 1997]. Target grouping, or homogeneous ability grouping, is the grouping of pupils by ability for part of the week for a specified subject. It is claimed that target grouping:
a. is a positive experience for those involved;
b. is easier for teachers to manage;
c. boosts pupils' self-esteem and the experience of success; d. and raises pupils' levels of achievement. As target grouping is a relatively new concept and there has been "virtually no research on this" [Bennett, 1995], this research aims to begin to address this omission.

The research considers the validity of the above claims from the perspectives of both the pupils and the teachers of Rosemary School, a large junior school which introduced target-grouping for mathematics across the whole school in September 1997. This was mainly achieved through the analysis of questionnaires and interviews. As a teacher within Rosemary School, the researcher used a journal and reflection to consider her own perspective on target grouping for mathematics.

With respect to Rosemary School the research concluded that target grouping for mathematics:
1. is a positive experience for those involved except for those children, especially in the lower ability groups, who have low self-esteem;
2. is easier for teachers to manage;
3. boosts pupils' self-esteem and experience of success, especially for the brighter pupils.
4. The research was inconclusive as to whether target grouping for mathematics raises pupils' levels of achievement.

Item Type:	Thesis
Creators:	Rose, H.
Date:	2000
ISBN:	9781369323887
Identifiers:	Number Type PQ10290139 Other
Divisions:	Schools > School of Education
Record created by:	Linda Sullivan
Date Added:	02 Oct 2020 14:14
Last Modified:	04 Oct 2023 13:22
URI:	https://irep.ntu.ac.uk/id/eprint/41127

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