Can Unlike Students Learn Together?
Grade Retention, Tracking, and Grouping
Will be published approx. on 1. January 2004
Book
Paperback/Softback
224 pages
978-1-59311-114-4 (ISBN)
Description
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 12 mm
Weight
348 gr
ISBN-13
978-1-59311-114-4 (9781593111144)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Preface.
Introduction and Overview.
Chapter 1. Dropout in Relation to Grade Retention: An Accounting of the Beginning School Study.
Chapter 2. Grade Retention and School Dropout: Another Look at the Evidence.
Chapter 3. Is Grade Retention Educational Malpractice? Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retention.
Chapter 4. Race-ethnicity, Social Background, and Grade Retention.
Chapter 5. Race Effects on Ability Group Outcomes.
Chapter 6. Classroom Organization and Instructional Quality.
Chapter 7. Grouping, Tracking, and De-tracking: Conclusions from Experimental, Correlational, and Ethnographic Research.
Chapter 8. Understanding Research on the Consequences of Retention.
Introduction and Overview.
Chapter 1. Dropout in Relation to Grade Retention: An Accounting of the Beginning School Study.
Chapter 2. Grade Retention and School Dropout: Another Look at the Evidence.
Chapter 3. Is Grade Retention Educational Malpractice? Empirical Evidence from Meta-Analyses Examining the Efficacy of Grade Retention.
Chapter 4. Race-ethnicity, Social Background, and Grade Retention.
Chapter 5. Race Effects on Ability Group Outcomes.
Chapter 6. Classroom Organization and Instructional Quality.
Chapter 7. Grouping, Tracking, and De-tracking: Conclusions from Experimental, Correlational, and Ethnographic Research.
Chapter 8. Understanding Research on the Consequences of Retention.