An Investigation into the Curriculum, Teaching Practices, and Evaluation Methods in Destreamed Classes.Report as inadecuate

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This study examines the curriculum, teaching practices, and evaluation methodologies used in destreamed classes in Ontario, Canada. In addition to reviewing the literature on mixed ability classes, results are reported from a questionnaire administered to 91 teachers from 18 sample secondary schools. Survey findings include: most respondents reported that teachers were responsible for and were designing destreamed curricula; 83 percent of respondents expected their students to achieve advanced level standards; 88 percent expected their students to achieve general level standards; and 41 percent of teachers felt they regularly received adequate support (e.g., textbooks, resource materials) for their destreamed courses, while 48 percent said they received support rarely or occasionally. Results concerning teaching and evaluation practices include: compared to streamed classes, destreamed class teachers used more varieties of teaching practices (e.g., group learning, individualized instruction); and student evaluation criteria which were being used more often in destreamed than streamed classes were effort and attitude, class participation, group work, projects, independent study units, and class assignments. Suggestions to improve destreamed classes and tips for new destreamed teachers are noted. (Contains 11 references.) (SW)

Descriptors: Curriculum Development, Disabilities, Foreign Countries, Heterogeneous Grouping, Inclusive Schools, Mainstreaming, Secondary Education, Student Evaluation, Teacher Attitudes, Teacher Responsibility, Teacher Role, Teaching Methods

Author: Joong, Peter


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