ABSTRACT
In recent years, there has been a great deal of discussion about the most effective and efficient ways to group pupils in order to raise levels of achievement. This chapter is based on a review of research which investigated the dominant forms of ability grouping in Britain: streaming, setting, within-class grouping, and mixed ability classes. The chapter attempts to identify the impact of these different types of ability grouping on pupils’ experiences of learning at both a general level and in relation to science in particular. This will provide a context for understanding why growing numbers of secondary and primary schools have begun to increase their use of grouping pupils by ability (OFSTED 1998a, 1998b). This chapter will therefore:
define the different types of ability grouping that have been prevalent in Britain;
provide an overview of the general trends in the use of different types of ability grouping in relation to the teaching of science;
review research which has investigated the impact of different types of ability grouping on pupil achievement and on teaching and learning processes;
use the findings from previous research to provide a rationale for why schools are increasingly organising their pupils by ability.
