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This article clarifies some of the issues and research on cooperative learning (CL) and ability grouping (AG) in education. CL means students working together on a school-related task, and AG is the grouping of students for instruction by ability or achievement to reduce group heterogeneity. Educators should focus their energies and attention on ensuring the quality and appropriateness of curriculum and instruction for all learners. CL has been embraced by schools as a way of addressing many of the ills faced in education and it has been pitted against AG. Used appropriately and optionally, either in combination or alone, CL and AG are both useful educational practices. However, a more balanced, critical approach to meeting the varied needs of students is advocated. Mills, C. J., & Durden, W. G. (1992). Cooperative learning and ability grouping: An issue of choice. Gifted Child Quarterly, 36, 11-16. This article discusses the issues surrounding the use of ability grouping, with particular attention to the impact on academically talented students. In many schools, cooperative learning has become the preferred teaching method. Contrary to popular belief, however, this need not exclude the possibility of ability grouping. Durden, W. G., & Mills, C. J. (1993). Talent derailed: The education establishment's assault on ability grouping. Wisconsin Interest, 2(1), 43-50. This article examines the literature on ability grouping and cooperative learning. Solid research evidence supports both. Ability grouping and cooperative learning should be used to address particular student needs. Selecting a variety of educational options to match the needs of each student would be the best way to serve all students. Mills, C. J., & Tangherlini, A. E. (1992). Finding the optimal match: Another look at ability grouping and cooperative learning. Equity and Excellence, 25(2-4), 205-208. top
Only about one-half of CTY’s talent search participants report that they have been ability grouped in their schools at any time during elementary or middle school. Ability grouping in this investigation included participation in a gifted and talented program, placement into advanced courses (higher than the student’s grade level), or special ability grouping within the classroom for targeted content instruction. The majority of these students (80%) reported that they prefer to be in academic classes with other bright students. They indicated that they learn less in classes where there are students with a wide range of abilities. Ablard, K. E., Hoffhines, V. L., & Mills, C. J. (1998). The Developmental Study of Talented Youth (DSTY): Sixth Grade to Ninth Grade (Tech. Rep. No. 19). Baltimore, MD: Johns Hopkins University, Center for Talented Youth. top
Students (n=570, aged 12-16 years) who attended university-sponsored science and mathematics summer classes reported on their subsequent status at their regular schools pertaining to credit and placement issues. Advanced placement was given more often than credit, although in most cases both were awarded, particularly for high school level course work. Lynch, S. J. (1990). Credit and placement issues for the academically talented following summer studies in science and mathematics. Gifted Child Quarterly, 34, 27-30. This study of 905 academically talented students (ages 12-16 years) who completed a one-year course in high school biology, chemistry, or physics in a three-week summer program found that the fast-paced courses effectively prepared students to accelerate in science and that talented students could begin high school sciences earlier than generally allowed. Lynch, S. J. (1990). Fast-paced science for the academically talented: Issues of age and competence. Science Education, 74(6), 585-596. After participating in a 3-week individually paced precalculus or science course, 892 academically talented high school students were surveyed about academic credit and/or course placement for their independent work. Findings indicated that most students received credit or placement or both, with more awards for placement than credit. Mills, C. J., & Ablard, K. E. (1993). Credit and placement for academically talented students following special summer courses in math and science. Journal for the Education of the Gifted, 17, 4-25. Nine months after participating in a 3-week individualized, flexibly-paced precalculus course, 218 academically talented students who received placement into a subsequent advanced math course completed a questionnaire assessing perceived preparation for advanced level work, grades received in the placement course, and perceived challenge of the individually-paced (IP) course relative to the placement course. The students experienced greater challenge in the IP precalculus course than in their school placement course. Self-reported grades, as well as perceptions of preparation for advanced level study, suggest that IP courses prepare students to be successful in placement courses in their school. Mathematics courses which allow students to proceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, provide an educational opportunity to meet the special academic needs of talented students. Mills, C. J., Ablard, K. E., & Lynch, S. J. (1992). Academically talented students’ preparation for advanced-level coursework after an individually-paced precalculus class. Journal for the Education of the Gifted, 16, 3-17. top
Third-through sixth-grade mathematically talented students who participated in a flexibly paced, accelerated mathematics course showed achievement gains during a one-year course that far exceeded the normative gains expected during this period of time. These students also showed a high level of retention of the material over the summer. Mills, C.J., Ablard, K.E., & Gustin, W.C. (1994). Academically talented students’ achievement in a flexibly paced mathematics program. Journal for Research in Mathematics Education, 25, 495-511. 43 college students who were identified at an early age as demonstrating extremely high ability in mathematical reasoning were quite accelerated, taking Calculus on average 2.5 years earlier than is typical. With few exceptions, students performed well in all courses, including college courses taken in high school. Kolitch, E. R., & Brody, L. E. (1992). Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36(2), 78-85. Some students need to advance in more than one area, and this may lead to skipping grades. Whether the grade skips occur in the early grades or later, students who skip grades are likely to be ready to enter college at a younger than typical age. There is strong research support for the effectiveness of this practice for selected students. This chapter also discusses a variety of alternatives for acceleration and enrichment that do not place students in a full-time college setting at a young age. Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute to success. In W. T. Southern and E. D. Jones (Eds.), The Academic Acceleration of Gifted Children. New York: Teachers College Press. top
The major purpose of this study was to examine the extent to which academically talented students are being appropriately challenged by their current educational programs and accommodated according to their advanced abilities. This study examined different types of acceleration experienced by students who completed an individually-paced Precalculus or Fast-Paced Science course at CTY. A major question was whether these acceleration experiences were perceived as positive or negative, or both. Major findings were: Some types of acceleration (e.g., grade skipping and math course skipping) occur more frequently than others (e.g., AP credit, science course skipping, special programs). The large majority of students (95%) felt that acceleration was positive, that is, acceleration increased interest, challenge, and movement through the educational system. These reports reflect students’ ability to handle the challenge of more difficult coursework. The overwhelming reports of the positive effects of acceleration were accompanied by some reports of negative effects (e.g., feeling isolated from age mates and being uncomfortable when placed in classes with older students). These social difficulties, however, did not have a great impact as reported by students because the opportunity to be intellectually challenged far outweighed any social disadvantages. Ablard, K. E., Mills, C. J., & Duvall, R. (1994). Acceleration of CTY math and science students (Tech. Rep. No. 10). Baltimore, MD: Johns Hopkins University, Center for Talented Youth. This study of early entrants to college focused on a key adjustment period, the freshman year of college. Students participating in this study were identified as extremely able mathematical reasoners by scoring 700 or above on the SAT-M before age 13, and had entered college full-time two or more years earlier than is typical. Most of the students were extremely successful, both academically and socially. Those few students who encountered academic problems lacked some particular combination of experiences and/or study skills that were needed for the particular college environment that they entered. Academic bridging experiences seem to be particularly important (e. g., experience with college level work through part-time college courses, Advanced Placement courses, and fast-paced summer programs). Brody, L. E., Lupkowski, A. E., & Stanley, J. C. (1988). Early entrance to college: A study of academic and social adjustment during the freshman year. College and University, 63(4), 347-359. This study assessed academic achievements, extracurricular activities, aspirations, and social and emotional development of 470 mathematically or verbally talented students who accelerated to varying degrees during the high school years and 40 talented students who had been non-accelerates. Subjects were identified by the staff of the Study of Mathematically Precocious Youth at Johns Hopkins University. After graduation from high school, subjects completed a follow-up questionnaire and other tests, including the Adjective Check List. No discernible negative effects of various accelerative strategies were found. Brody, L. E., & Benbow, C. P. (1987). Accelerative strategies: How effective are they for the gifted? Gifted Child Quarterly, 31, 105-110. top Last updated 8/8/2008 |
