James W. Hill

Publication Date

1966

Document Type

Dissertation/Thesis

First Advisor

McDowell, Dale||Dewar, John A.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education

LCSH

Ability grouping in education

Abstract

The problem. This paper addressed itself to the problem of lag between research results and the application of results by teachers to day-to-day teaching practices* The practice of homogeneous grouping used as a point of reference for the study, was considered to be a technique widely used by teachers for which there is little or no supporting evidence. Discovering why this technique has persisted despite contrary evidence was seen as a beginning step in attacking the problem. The method. For gathering data, a questionnaire was constructed and distributed to 120 elementary school teachers of School District #41, Glen Ellyn, Illinois. It was anticipated that the data would support these hypotheses! (1) Teachers feel that research findings are not applicable to the day-to-day teaching situation; (2) Teachers are not aware of what research has found regarding homogeneous grouping; and (3) Teachers' use of homogeneous grouping is based on something ether than research findings. Summary of findings. Of the one hundred twenty questionnaires distributed, seventy-one or fifty-nine p

Comments

Includes bibliographical references.

Extent

iii, 49 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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