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澳洲墨爾本作業代寫 學校的能力

Keywords:澳洲墨爾本作業代寫 學校的能力

長期以來,學校的能力分組一直是激烈爭論的話題。許多反對者聲稱,能力分組并不會為天才學生帶來學習上的收獲,反而會阻礙典型學生的學習(Matthews et al, 2013)。約翰·霍普金斯大學的羅伯特·斯拉文在他1990年關于中學跟蹤的最佳證據綜合中得出結論,當對跟蹤的研究比較同質群體和異質群體時,跟蹤沒有任何優勢。當跟蹤研究意味著高能力組和低能力組的比較時,跟蹤對高能力組產生積極結果,對低能力組產生消極結果。為了找出后一種結果的原因,Slavin得出結論,兩組在許多變量上存在差異——最初的成就差異、動機、社會經濟地位、材料、教學質量等等——因此,要決定是什么導致了差異幾乎是不可能的(Slavin, 1990)。因此,本文的研究將側重于相關性,而不是因果關系。Oakes還注意到,學生進入低水平課堂的教師和教學質量不平等,盡管這可能是一個實施問題,而不是能力分組本身的特點(Oakes, 1987)。這里列出的許多文獻只是根據是否分組來。比較類。但分析表明,每個分組計劃的效果在很大程度上取決于其特點。更充分地根據能力水平調整課程的項目對學習有更大的影響,據報道,參加速成班的學生在成績測試中比同齡和智商的學生高出近一整年。
澳洲墨爾本作業代寫 學校的能力
Ability grouping in schools has longer been the subject of heated debate. Many opponents have claimed that ability grouping does not produce academic gains for gifted students and impedes the learning of typical students (Matthews et al, 2013). In his 1990 best-evidence synthesis on tracking in secondary schools, Robert Slavin of Johns Hopkins University concluded that, when research on tracking compares homogeneous groups with heterogeneous groups, tracking holds no advantage. When research on tracking means comparing high-ability to low-ability groups, tracking yields positive outcomes for the high-ability groups and negative outcomes for low-ability groups. Trying to find the reasons for this latter outcome, Slavin concluded that the two groups differed on so many variables — initial achievement differences, motivation, socioeconomic status, material, quality of teaching, etc. — that deciding what produces the difference is nearly impossible (Slavin, 1990). For this reason, research outlined in this paper will focus on correlation, not causation. Oakes also noted the inequity of teacher and instructional quality for students grouped into low-track classrooms, though this likely is an implementation issue rather than a feature of ability grouping itself (Oakes, 1987). Much of the literature outlined here compares classes only on the basis of being grouped or not. But analyses have shown that the effects of each grouping program depends heavily on its features. Programs that adjust the curriculum to ability level more substantially have larger effects on learning, in which students from accelerated classes are reported to outperform those of the same age and IQ by almost 1 full year on achievement tests。

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