The effects of ability grouping on low-achievers' motivation and teachers' expectations: A perspective from Hong Kong

The effects of ability grouping on low-achievers' motivation and teachers' expectations: A perspective from Hong Kong

• Chang, Corina Choi Chun
• Westwood, Peter Faculty of Education, University of Hong Kong

Hong Kong Special Education Forum, 4, 27-48, 2001

Special Education Society of Hong Kong Ltd.

2001

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• A 人的成長與發展
  • AE 社會經濟差異、文化差異、階級和家庭背景
• M 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

Previous studies have suggested that placing students in ability groups for teaching purposes can have negative consequences on the self-esteem and motivation of the students placed in the lowest groups. The study reported here explored this phenomenon in relation to students in a Band 4-5 secondary school in Hong Kong. A self-report questionnaire, with items covering classroom motivation and attitude, was used to elicit responses from 212 students in the first and second year. The students were from three different ability groups, ranging from high ability (relative to a Band 4-5 school) to low ability. Results indicated significant differences between the mean scores for students in the highest and lowest ability groups in seven out of twenty items in the questioonaire. In general the findings indicate a less optimistic attitude and a reduced level of motivation in students from the lowest group. Research evidence has also suggested that ability grouping can have a negative impact on teachers' motivation and expectancy in relation to the lowest-ability groups. This study explored the expectancies, beliefs and attitudes of 25 teachers who work with the students identified above. It was found that the teachers typically held more negative views of low-ability classes. The article includes discussion of the implications of these findings in terms of modifying teachers' attitudes and improving the learning opportunities for low-ability secondary students.
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• 英文

期刊論文

• 15627861

https://bibliography.lib.eduhk.hk/tc/bibs/fee9f09e

2019-01-03