ABSTRACT
One part of the argument about mixed ability teaching centres upon the question whether children learn their science, social studies or maths more effectively in mixed ability or in homogeneous groups. This is manifestly an important question which deserves continuing research. It is not, however, the only question which needs asking about mixed ability teaching, nor for many teachers the most important one. Teachers’ talk and teachers’ writing about mixed ability teaching commonly suggest that their reasons for favouring this pattern of school or classroom organisation are related at least as much to social principles which they believe should govern that organisation and to the social values and social learning which they wish to promote as to their more specifically cognitive objectives.
