Re-conceptualizing ability grouping within a social justice framework: A student perspective

Australasian Journal of Gifted Education

Volumn 18, Issue 2, 2009, Pages 5-16

  Plunkett, Margaret ^a  

^a UNIVERSITY OF BALLARAT   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84903705363     PISSN: 13239686     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (46)

1. Adams-Byers, J., Whitsell, S., & Moon, S.M. (2004). Gifted students' perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-20. (Pubitemid 41509538)
2. Allan, S.D. (1991). Ability-grouping research reviews: What do they say about grouping and the gifted? Educational Leadership (March), 60-65.
3. Braggett, E.J. (1985). The Education of Gifted & Talented Children: Australian Provision. Canberra: Commonwealth Schools Commission.
4. Braggett, E.J., & Moltzen, R.I. (2000). Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand. In K.A. Heller, F.J. Mönks, R.J. Sternberg & R.F. Subotnik (Eds.), International Handbook of Giftedness and Talent (Second Ed., pp. 779-797). Oxford: Elsevier Science.
5. Biddulph, S. (1997) Raising Boys. Australia: Finch Books.
6. Chiu, M.M & Walker, A. (2007). Leadership for social justice in Hong Kong schools; Addressing mechanisms of inequality. Journal of Educational Administration, 45(6), 724-739.
7. Collins, J. (Senator) Chair of Senate Select Committee on Education of Gifted and Talented Children, October 2001 (http://www.aph.gov.au/senate/ committee/eet-ctte/gifted/report/contents.htm)
8. Directorate of School Education, Victoria. (1995). Bright Futures: Policy Statement & Policy Implementation Strategies. Directorate of School Education, Melbourne, Victoria.
9. Gamoran, A., & Berends, M. (1987). The Effects of Stratification in Secondary Schools: Synthesis of Survey and Ethnographic Research. Review of Educational Research, 57(4), 415-435.
10. Gross, M.U.M. (1994). Changing teacher attitudes to gifted students through inservice training. Gifted and Talented International, 9(1), 15-21.
11. Gross, M.U.M. (1997a). To group or not to group: Is that the question. Gifted (April), 25-29.
12. Gross, M.U.M. (1997b). How ability grouping turns big fish into little fish -or does it? Of optical illusions and optimal environments. Australasian Journal of Gifted Education, 6(2), 18-30.
13. Gross, M. U. M. (1998). Fishing for the facts: A response to Marsh and Craven (1998). Australasian Journal of Gifted Education, 7(1), 16-28.
14. Gross, M.U.M. (2003). International Perspectives. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education. Boston: Allyn & Bacon.
15. Farrington, J & Farrington, C. (2005). Rural accessibility, social inclusion and social justice: towards conceptualisation. Journal of Transport Geography, 13(1), 1-12. (Pubitemid 40133601)
16. Feldhusen, J.F., & Moon, S.M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36, 63-67.
17. Fiedler, E.D., Lange, R.E., & Winebrenner, S. (1992). In search of reality: Unravelling the myths about tracking, ability grouping and the gifted. Roeper Review, 16(1), 4-7.
18. Furman, G. & Shields, C. (2005), How does leadership promote successful teaching and learning for diverse students? In Firestone, W.A. & Riehl, C. (Eds), A New Agenda for Research in Educational Leadership (pp. 101-18). New York: Teachers College Press.
19. Hallinhan, M. & Sorenson, A. (1987). Ability grouping and sex differences in mathematics achievement. Sociology of Education, 60 (2), 63-72.
20. Hildebrand, J.A. (1997). The effects of ability grouping on the achievement and self-esteem of Year 7, rural students. Unpublished Masters thesis, The University of Melbourne.
21. Kulik, J.A. (1991). Findings on groupings are often distorted. Educational Leadership (March), 67.
22. Kulik, J.A. (2003). Grouping and Tracking. In N. Colangelo & G.A. Davis (Eds.), Handbook of Gifted Education (Third Ed., pp. 268-281). Boston: Allyn & Bacon.
23. Kulik, J.A., & Kulik, C.L.C. (1982). Effects of ability grouping on secondary students: A meta-analysis of evaluation findings. American Educational Research Journal, 19(3), 415-428.
24. Kulik, J.A., & Kulik, C.L.C. (1987). Effects of ability grouping on student achievement. Equity and Excellence, 23(1-2), 22-30.
25. Kulik, J.A., & Kulik, C.L.C. (1997). Ability Grouping. In N.Colangelo & G.A. Davis (Eds).Handbook of Gifted Education (Second Ed, pp 230-242). Boston: Alyn & Bacon.
26. Landvogt, J.E., Leder, G.C., & Abbott, C. (2001). Experiences of learning and teaching in an accelerated program: The view from within. TalentEd, 19, 1-8.
27. Long, P.E. (1990). Student perceptions of giftedness, gifted students, teachers and education of the gifted. Unpublished Masters Thesis, The University of Melbourne.
28. Matthews, D., & Kitchen, J. (2007). School-within-aschool Gifted Programs: Perceptions of Students and Teachers in Public Secondary Schools. Gifted Child Quarterly, 51(3), 256-271.
29. Mertens, D. (2007). Transformative Considerations: Inclusion and Social Justice. American Journal of Evaluation, 28(1), 86-90.
30. Moon, S.M., Swift, M., & Shallenberger, A. (2002). Perceptions of a self-contained class for fourthand-fifth-grade students with high to extreme levels of intellectual giftedness. Gifted Child Quarterly, 46(1), 64-79.
31. Murphy, B. (1994). Evaluation of a Program of Accelerated Learning for Gifted Children at University High School, Melbourne, Australia. Unpublished Ph.D., University of Melbourne.
32. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale Uni Press.
33. O'Brien, P., & Vialle, W. (1998). Students' and teachers' perceptions of selective schooling. Australasian Journal of Gifted Education, 7(1), 50-55.
34. Persson Benbow, C. (1998). Grouping Intellectually Advanced Students for Instruction. In J VanTassel-Baska (Ed.), Excellence in Educating Gifted and talented Learners (Third Ed., pp. 261-278). Denver CO: Love Publishing Company.
35. Plunkett, M. (2009). Tales from the pond: student perceptions of ability grouped and mainstream Learning environments. Germany: VDM
36. Verlag Plunkett, M., Harvey, D., & Harvey, B. (2003) Survived or thrived? Reflections of graduates of an Accelerated Learning Program. Australasian Journal of Gifted Education, 12(2), 5-17.
37. Plunkett, M. & Kronborg, L. (2004). Evaluation of Select Entry Accelerated Learning (SEAL) Programs. Unreleased report: Department of Education & Training, Victoria.
38. Rogers, K.B. (1991). The relationship of grouping practices to the education of the gifted and talented learner: Storrs, C.T: The National Research Centre on the Gifted and Talented, University of Connecticut.
39. Rogers, K.B. (2002). Re-Forming Gifted Education: Matching the Program to the Child. Scottsdale, AZ: Great Potential Press.
40. Sapon-Shevin, M. (1994). Playing favorites: Gifted education and the disruption of community. Albany: State University of New York Press.
41. Shields, C.M. (1995). A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms. Roeper Review, 17(4), 234-238.
42. Slavin, R.E. (1987). Ability grouping: A best evidence synthesis. Review of Educational Research, 57, 293-336.
43. Slavin, R.E. (1990). Achievement effects of ability grouping in secondary schools: A best evidence synthesis. Review of Educational Research, 60(3), 471-499.
44. Slavin, R.E. (1991). Are cooperative learning and 'untracking' harmful to the gifted? Response to Allan. Educational Leadership (March), 68-71.
45. Slavin, R.E. (1995). Detracking and its detractors: Flawed evidence. Phi Delta Kappan, 77(3), 220-1.
46. Tashakkori, A., & Teddlie, C. (Eds.). (2003). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks, CA: Sage.