Zkušenosti žáků s výukou ve výkonových skupinách: kvalitativní výzkumná sonda
| Title in English | Pupils’ contrasting their experiences in attainment groups and mixed-ability class: Qualitative probe |
|---|---|
| Authors | |
| Year of publication | 2023 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.14712/23362189.2023.2572 |
| Keywords | attainment grouping, heterogeneous classroom, differentiated instruction, lower secondary school, multiple-case study |
| Description | The presented study is devoted to the issue of attainment grouping in lower secondary schools. The study aims to describe and compare students’ experiences with attainment grouping and a mixed-ability class. The study is a part of a project that was designed as a multi-case study mapping the form of attainment grouping of pupils in lower secondary schools. The pupils’ view shows that teachers differentiate their teaching in attainment groups more than in a regular class, but within a group teaching is no longer differentiated. Attainment grouping may tempt teachers to use more unified didactic procedures that respond to the needs and possibilities of the group, rather than to the changing needs of individuals within the attainment groups. |
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