“Achievement of the classroom as a whole is more about the students who distract in the class that matter than the number of disabled students in the class. Specifically, more than four to five of these “distracting students” in a class preoccupies the teacher’s attention away from the learning – but then it comes back to teacher expertise in classroom management, making the work not too hard but not too boring, and their belief that their role is to evaluate their impact on the students” (John Hattie, personal communication, September 22, 2016).
Articles in this section
- What are the impacts of acceleration on student learning?
- Does acceleration work?
- Do streaming (mixed ability versus similar ability grouping) and retention both have undesirable impacts on students?
- Is it better to have mixed ability classes or to ‘stream’ children for some subjects, whilst ensuring that teachers do still look at the needs of their individual students?
- Do ability-based streaming groups benefit students' learning?
- No doubt if class sizes were reduced but everything else was held constant, the effect size would be minimal. But, wouldn't smaller class sizes allow for more time and effort to be spent on the things that do make a difference?
- What are your thoughts about research that suggests that class size does not matter?
- Is there a number of disabled students (as a percent), who when added to a classroom, will negatively impact the overall achievement of the classroom as a whole?
- Is there any recent research that show any benefits to combination classrooms (two different grade levels and two sets of standards)?