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In this monograph, a causal-comparative, longitudinal study of cluster grouping at the elementary level is described and recommendations are made based on the findings. This study employed both quantitative and qualitative methodologies. The primary purpose of the study was to examine the effects of an existing cluster grouping program on the achievement and identification of students who participated in the program from third through fifth grade and to compare achievement with similar students who were not involved in a cluster grouping program. Descriptive and inferential statistics were used to address these areas. A secondary purpose of this study was to investigate the practices of the teachers who taught in the school using cluster grouping to help provide insight into their classrooms and the school, which was done using qualitative follow-up methods. Results included more students being identified as high achieving during the three program years, achievement scores increasing within the school using cluster grouping, and a significant interaction between the treatment and comparison school in favor of the treatment school. Additionally, qualitative findings indicated that teachers used flexible grouping, gifted education strategies, had high yet realistic expectations of their students, and were involved in gifted professional development. Contains approximately 100 references. (Author/CR)

Descriptors: Ability Identification, Academic Achievement, Cluster Grouping, Elementary Education, Gifted, Grouping (Instructional Purposes), Homogeneous Grouping, Instructional Effectiveness, Longitudinal Studies, Research Methodology, Teacher Expectations of Students

NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.









Autor: Gentry, Marcia Lynne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8009&id=ED429389



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