The coursework should include:
• A clear statement of the issues that you are analyzing.
• A critical review of the theoretical background and relevant research literature.
• An analysis of your chosen topic in light of this review.
Structure and word distribution for the coursework assignment:
1. Introduction, identifying main issues (500 words)
2. Literature review (2000 words)
3. Critical discussion of your issue in view of the literature review (2000 words)
4. Conclusions, including implications for further research, policy, and/or practice (500 words)
Introduction
500 words
Please include the following terms
• What is setting?
• What is ability grouping in education?
• What is differentiation in the classroom?
Literature Review
2000 Words
This will be a review of the main literature, providing analyses organised around the following themes
• Setting • Ability group • Differentiation
• Maths Mastery in Practice and in Theory
1.How do the themes above have been adapted or built upon over the years in the UK and how this has influenced the research of others.
2. Researchers who have adopted differentiation approach in their teaching. What methods did they use? What was the impact of their work? How did they measure their ‘effectiveness’? What exactly are they trying to have an effect on and what were their key conclusions?
3. How can the ability group setting help children achieve Maths Mastery?
4. Maths Mastery in Practice, experiences of teachers and pupils who have adopted groups by ability.
Is the main literature supports settings or not. Is ability grouping effective/partly effective (If so, in which circumstances? When can it be justified?)or not effective at all?
Do all students have the same chance to succeed academically or some students are denied opportunities to achieve to their full potentials? There are isues of equity here so make sure you consider different perspectives on the purpose of Mathematics Education (e.g. Ernest typology)
Relevant Literature:
Boaler, J., Wiliam, D., & Brown, M. (2000). Students’ experiences of ability grouping – Disaffection, polarisation and the construction of failure.” British Educational Research Journal, 26(5), 631–648.
Department for Education and Skills (2005). Higher standards, better schools for all: More choice for parents and pupils. London: HMSO.
Wiliam, D. & Bartholomew, H. (2004). It’s not which school but which set you’re in that matters: The influence of ability grouping practices on student progress in mathematics. British Educational Research Journal, 30(2), 279–295.
Boaler, J. 1997a. “Setting, Social Class and Survival of the Quickest.” British Educational Research Journal 23 (5): 575–595.
Boaler, J. 1997b. “When even the Winners are Losers: Evaluating the Experiences of Top Set’ Students.” Journal of Curriculum Studies 29 (2): 165–182.
Boaler, J., D. Wiliam, and M. Brown. 2000. “Students’ Experiences of Ability Grouping – Disaffection, Polarisation and the Construction of Failure.” British Educational Research Journal 26 (5): 631–648.
Cahan, S., L. Linchevski, N. Ygra, and I. Danziger. 1996. “The Cumulative Effects of Ability Grouping on Mathematical Achievement.” Studies in Educational Evaluation 22 (1): 29–40.
Chisaka, B. C. 2002. “Ability Grouping in Secondary Schools: A Qualitative Analysis of Perceptions of Learners in Low Ability Classes.” Evaluation & Research in Education 16 (1): 19–33.
Davies, J., S. Hallam, and J. Ireson. 2003. “Ability Groupings in the Primary School: Issues Arising from Practice.” Research Papers in Education 18 (1): 45–60.
Hallam, S., J. Ireson, and J. Davies. 2004. “Primary Pupils’ Experiences of Different Types of Grouping in School.” British Educational Research Journal 30 (4): 515–533.
Critical Analysis
2000 words
•For and against for grouping students by ‘ability’? Positive and negative aspects of ability grouping.
•Motivation, experiences, social skills and academic success/learning.
•Classroom observation(Primary students). How do the children respond to the activities? What observations am I able to make about their learning in the learning context? If I group them by ability some of them might master the concept but some never move forward to the next – harder challenge because they are in a specific group that doesn’t let them move to the next level. You need to draw on your own experiences and professional context
•Personal reflections: As a teacher, what do I think about ability grouping according to my experience in class? Is it practical teaching children by ability?This is an essential part of the assignment – you need to draw on experiences and observations to provide evidence to back up your claims and relate to the research literature.
Conclusion
500 words
Summarise everything you have written above
Final questions to be considered:
• Conclusions drawn from analyses of classroom activities
• What are the gaps in my analyses and how could they be addressed through further research
• Personal Reflections: As a teacher of Maths Mastery and supporter of one of the two sides is this something I can realistically adopt in my practice?
