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Slavin Robert E. (1987). « Ability Grouping and student achievement in elementary schools : A best-evidence synthesis ». Review of Educational Research, vol. 57, n° 3, p. 293–336. 
Added by: Feyfant Annie (16 Dec 2008 09:11:10 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Slavin1987
Categories: Individualisation
Keywords: enseignement primaire, pratique pédagogique
Creators: Slavin
Collection: Review of Educational Research
Views: 1038/3322
Views index: 34%
Popularity index: 8.5%
"This report reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique, known as "best-evidence synthesis," combines features of meta-analytic and narrative reviews. Overall, evidence does not support assignment of students to self-contained classes according to ability, but grouping plans involving cross-grade assignment for selected subjects can increase student achievement. Research particularly supports the Joplin Plan, cross-grade ability grouping for reading only, and forms of nongraded programs involving multiple groupings for different subjects. Within-class ability grouping in mathematics is also found to be instructionally effective. Ability grouping is held to be maximally effective: (1) when it is done only for one or two subjects, with students remaining in heterogeneous classes most of the day; (2) when it greatly reduces student heterogeneity in a specific skill; (3) when group assignments are frequently reassessed; and (4) when teachers vary the level and pace of instruction according to students' needs."
Added by: Feyfant Annie  
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