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Dissertation/Thesis Abstract

Grouping Students by Ability: Homogeneous versus Heterogeneous Classrooms
by Pare, Diane, M.Ed., Minot State University, 2017, 62; 10618052
Abstract (Summary)

The primary purpose of this examination was to determine attitude s regarding homogeneously grouped students from a focus group of teachers. Do they think that students benefit sufficiently from a homogenously grouped educational setting? Homogeneous grouping assembles students with similar abilities together, wh ereas heterogeneous grouping assembles a mixture of student ability levels within the same classroom. Proponents of both grouping styles confirm the benefits of their preferred style; however each has its own limitations. Those in fa vor of homogeneous grou ping suggest it creates an atmosphere where students feel comfortable with like-minded students, allowing the teacher to reach the student better and students to achieve more success. Those who favor heterogeneous grouping suggest a mixed setting of studen ts creates an environment in which students are pushed to perform to the best of th eir capability. This study delve d into the experiences, opinions, and attitudes of teachers who instruct in homogeneous classrooms as well as examining the field research of other scholars, showing that homogeneous grouping s broken into smaller heterogeneous groups favor ed the most.

Indexing (document details)
Advisor: Nilsen, Cheryl
Commitee: Garnes, Lori, Kana, Erik
School: Minot State University
Department: Special Education
School Location: United States -- North Dakota
Source: MAI 56/06M(E), Masters Abstracts International
Subjects: Special education
Keywords: Ability groupings, Classroom groupings, Heterogeneous, Homogeneous
Publication Number: 10618052
ISBN: 978-0-355-33365-7
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