How do secondary school teachers choose within-class student grouping strategies?

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Pupil grouping and organisation of classes

How did the researchers collect their data?

The researchers interviewed 36 secondary school teachers from eight curriculum areas to find out how they made decisions about the size and types of groups within their classes. Teachers described a typical lesson and how they organised and grouped students within it. The teachers came from six schools in urban and semi-rural contexts in the south of England. They ranged in experience from newly qualified teachers to heads of department. The research paper reported on 20 teachers from core subject areas: seven English teachers, seven mathematics teachers and six science teachers.

The researchers modified questions used in previous research into primary classrooms after they had observed a variety of secondary classes and discussed issues with a range of secondary school teachers. The researchers validated the questions they eventually used for their semi-structured interviews by trialling them first with secondary school teachers from schools in different contexts.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did grouping strategies vary during lessons? Why did teachers use whole class groups at lesson starts and ends? How did teachers choose between individual or small group work? What was the effect of whole class grouping on lesson content? How did behaviour management affect teachers’ grouping practices? How did practical factors influence teachers’ choice of grouping strategy? How did the researchers collect their data? Implications Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader How do secondary school teachers choose within-class student grouping strategies? This digest found in Pupil grouping and organisation of classes Send to a friend Word doc 80KB Printer friendly Collate for later How did the researchers collect their data? The researchers interviewed 36 secondary school teachers from eight curriculum areas to find out how they made decisions about the size and types of groups within their classes. Teachers described a typical lesson and how they organised and grouped students within it. The teachers came from six schools in urban and semi-rural contexts in the south of England. They ranged in experience from newly qualified teachers to heads of department. The research paper reported on 20 teachers from core subject areas: seven English teachers, seven mathematics teachers and six science teachers. The researchers modified questions used in previous research into primary classrooms after they had observed a variety of secondary classes and discussed issues with a range of secondary school teachers. The researchers validated the questions they eventually used for their semi-structured interviews by trialling them first with secondary school teachers from schools in different contexts.