澳洲阿德莱德作业代写 能力分组

2020-11-18 19:21

能力分组被定义为组织具有不同学术技能的学生群体的一种逻辑手段(Gamoran et al, 1995)，或者是一种基于对学生的准备水平或能力的初步评估将学生安排到教室或小组的实践(Kulik, 1992)。尽管有持续的争论和广泛的批评，能力分组在美国教育中仍然是一种普遍的做法。然而，有相当多的信念和重要的研究表明，排名前5-10%的学生被异质分组拖累，并因缺乏挑战而感到无聊(Steenburg et al, 2016)。此外，人们普遍承认，如果高标准化考试成绩(SAT)是一个重要的优先考虑，最好是隔离最优秀的学生。也就是说，能力分组有利于成绩高的学生，但可能不利于成绩低的学生。这是一个主要的反对能力分组方案,在很大程度上是由于分配更多的合格的和令人兴奋的老师教的更高层次的类,而缺乏经验的老师,降低期望,更少的教学工作,和更大的类通常伴随低轨道(Gamoran, 1993)。早在20世纪20年代，研究就一直在探索能力分组在教育中的影响，遵循了许多不同的模式(Kulik, 1992)。在半岛学区，一个高能力项目已经实施，把表现最好的四、五年级学生安置在航海者小学、发现小学和明特克里克小学的独立的专业班级。然后这些学生被归类为能力很强的学生，他们的进步可以一直追踪到毕业。这个项目从2007年就开始了，已经有几班优秀的学生毕业了。今天，这个项目已经扩展了，表现优异的学生早在一年级就可以由老师推荐参加考加特高度能力测试。之后，所有的学生都要在二年级接受筛选。虽然他们不是正式独立的轨道上,有能力的学生可以继续学习表在一个独立的语言艺术班Kopachuck和关键半岛中学六年级或集中在语言艺术和社会研究古德曼中学和海港岭中学。这延长了他们与非分组学生隔离的时间，并允许他们进入更快的课程，包括高中的高级课程和AP课程。它们不仅没有浪费教学时间等待同行赶上来,预计这个更高级别的跟踪这些学生将有望受益和做好准备大学毕业,最重要的因素来配通常假定为GPA和标准化考试成绩。然而，由于没有证据支持这一假设，我有动力研究这个特殊的项目，以确定在小学参与高能力项目与高中成功之间的相关性。换句话说，从长远来看，把学生分组到一个能力很强的群体中真的能让他们受益吗?就我们的目的而言，学生的成功将被定义为显著高于平均gpa和SAT分数的成绩。本研究的目的是测试高能力追踪的有效性，并清楚地说明在半岛校区中，能力分组可能带来的好处或缺点。在华盛顿州，这项研究是有限的，因为每个学区都有一个独特的高能力项目，遵循州的一般指导方针。我的研究将通过比较2019届的高能力学生和非跟踪学生来填补这一研究空白。
澳洲阿德莱德作业代写 能力分组
Ability grouping is defined as a logical means of organizing a student body with diverse academic skills (Gamoran et al, 1995), or a practice that places students into classrooms or small groups based on an initial assessment of their levels of readiness or ability (Kulik, 1992). Despite ongoing debate and extensive criticism, ability grouping remains a common practice in American education. Yet there is considerable belief and significant  research which indicates that the top 5-10% of students are dragged down by heterogeneous grouping and experience boredom from the lack of challenge (Steenburg et al, 2016). Additionally, it is generally conceded that, if high standardized test scores (SAT) are an important priority, it is better to sequester the top group of students. That is, ability grouping benefits the higher achieving students but may be detrimental to the lower ability groups of students. This is one of the main arguments against ability grouping and is due in large part to practices like assigning the more qualified and more exciting teachers to teach the higher level classes, while less experienced teachers, lower expectations, less teaching effort, and larger classes generally accompany lower tracks (Gamoran, 1993). As early as the 1920’s, studies have been exploring the impact of ability grouping in education following a number of different models (Kulik, 1992). In the Peninsula School District, a Highly Capable program has been implemented, placing top performing 4th and 5th graders in self-contained, specialized classes at Voyager, Discovery, and Minter Creek elementary schools. Those students are then classified as Highly Capable, and their progress can be tracked all the way to graduation. This program has existed since 2007 and has already graduated its first few classes of Highly Capable students. Today, the program has expanded, and high performing students can be referred by their teachers as early as first grade for the full CogAT Highly Capable test. Later, all students are screened for the program in second grade. Although they are not on an official separate track, Highly Capable students will be able to continue higher-ability learning either in a self-contained Language Arts class at Kopachuck and Key Peninsula Middle Schools in 6th grade or in clustered in Language Arts and Social Studies at Goodman Middle School and Harbor Ridge Middle School. This extends the time they are sequestered from the non-grouped students and allows them access to more accelerated pathways, including higher level and AP classes in high school. Not only do they  not have to waste instructional time waiting for their peers to catch up, this higher level track is expected to benefit these students by putting them on track to graduate and be prepared for college, with the most important factors to admission generally assumed to be GPA and standardized test scores. Yet, because there is no evidence to support this presumption, I was motivated to research this particular program to determine a correlation between participation in the Highly Capable program in elementary school and success in high school. In other words, does grouping students into a highly capable cohort actually benefit them in the long run? For our purposes, student success will be defined as achievement of significantly higher than average GPAs and SAT scores. This study should be conducted in order to test the efficacy of Highly Capable tracking and to clearly delineate the benefits or drawbacks that may be associated with ability grouping in the Peninsula School District. In Washington State, this research is limited, because each school district has a unique Highly Capable Program that follows general state guidelines. My research will be filling this gap in research on this particular program by comparing Highly Capable members of the class of 2019 to their non-tracked counterparts.

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