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Within-class grouping: evidence versus conjecture

Author

Listed:
  • Abrami, Philip C.
  • Lou, Yiping
  • Chambers, Bette
  • Poulsen, Catherine
  • Spence, John C.

Abstract

Lou, Abrami, Spence, Poulsen, Chambers, and d'Apollonia (1996) reported the findings from a quantitative review showing generally positive but variable effects of within-class grouping on pupil achievement and other outcomes. Replying in the National Institute Economic Review (July 1998), Prais argued for whole-class teaching claiming that we mis-summarised our findings. In this abbreviated rejoinder, we argue that our findings are: useful; not so variable as to be meaningless; provide evidence of beneficial effects for pupils of all relative abilities; are thorough and detailed; and provide a rather complete picture of the available evidence. In contrast, we believe that Prais (1998) has relied too heavily on conjecture and selective citation to offer a view of within-class grouping which is a serious mis-summarisation of the findings.

Suggested Citation

  • Abrami, Philip C. & Lou, Yiping & Chambers, Bette & Poulsen, Catherine & Spence, John C., 1999. "Within-class grouping: evidence versus conjecture," National Institute Economic Review, National Institute of Economic and Social Research, vol. 169, pages 105-108, July.
  • Handle: RePEc:cup:nierev:v:169:y:1999:i::p:105-108_11
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