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II. Student Experiences

B. Methods of Grouping Students
(includes ability grouping, tracking, nongraded programs, task grouping)

Brandt, R. (Ed.). (1992). Untracking for equity. Educational Leadership, 50(2). [Entire issue].

Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 328-375). New York: Macmillan.

DiPardo, A., & Freedman, S. (1988). Peer response groups in the writing classroom: Theoretic foundations and new directions. Review of Educational Research, 58(2), 119-149.

Gamoran, A. (1987). The stratification of high school learning opportunities. Sociology of Education, 60(3), 135-155.

Gamoran, A. (1992). Is ability grouping equitable? Educational Leadership, 50(2), 11-17.

Gamoran, A., & Berends, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57(4), 415-435.

Kerckhoff, A. C. (1986). Effects of ability grouping in British secondary schools. American Sociological Review, 51(6), 842-858.

Kilgore, S. B. (1991). The organizational context of tracking in schools. American Sociological Review, 56(2), 189-203.

Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. Storrs, CT: The National Research Center on the Gifted and Talented.

Lee, V. E., & Bryk, A. S. (1988). Curriculum tracking as mediating the social distribution of high school achievement. Sociology of Education, 61(2), 78-94.

Murphy, J., & Hallinger, P. (1989). Equity as access to learning: Curricular and instructional treatment differences. Journal of Curriculum Studies, 21(2), 129-149.

Natriello, G., Pallas, A. M., & Alexander, K. (1989). On the right track? Curriculum and academic achievement. Sociology of Education, 62(2), 109-118.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Page, R. N. (1991). Lower track classrooms: A circular and cultural perspective. New York: Teachers College Press.

Page, R. N., & Valli, L. (Eds.). (1990). Curriculum differentiation: Interpretive studies in U.S. secondary schools. Albany: State University of New York.

Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Storrs, CT: The National Research Center on the Gifted and Talented.

Rosenbaum, J. E. (1976). Making inequality: The hidden curriculum of high school tracking. New York: John Wiley.

Sharan, S. (Ed.). (1990). Cooperative learning: Theory and Research. New York: Praeger.

Shepard, L. A., & Smith, M. L. (Eds.). (1989). Flunking grades: Research and policies on retention. Philadelphia: Falmer Press.

Slavin, R. E. (1987). Ability grouping and achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336.

Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499.

Sorensen, A. B. (1987). The organizational differentiation of students in schools as an opportunity structure. In M. T. Hallinan (Ed.), The social organization of schools (pp. 103-129). New York: Plenum Press.

Sorensen, A. B., & Hallinan, M. T. (1986). Effects of ability grouping on growth in academic achievement. American Educational Research Journal, 23(4), 519-542.

Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America's schools. New York: The New Press.


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