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Teachers' Views on the Effects of Streaming According to 'Self-Management' Criteria

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Title: Teachers' Views on the Effects of Streaming According to 'Self-Management' Criteria
Language: English
Authors: Butler, Philippa, Weir, Kama
Source: Kairaranga. 2013 14(2):3-9.
Availability: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Peer Reviewed: Y
Page Count: 7
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Teacher Attitudes, Ability Grouping, Grouping (Instructional Purposes), Secondary Education, Educational Innovation, Selection Criteria, Student Placement, Teacher Surveys, Likert Scales, Student Motivation, Student Needs, Achievement Gains, Barriers, Competency Based Education
Geographic Terms: New Zealand
ISSN: 1175-9232
Abstract: The pervasiveness of academic ability grouping, or streaming, as a means of organising students into instructional groups in New Zealand schools remains a dominant discourse, despite international and New Zealand research that casts doubt on the benefits of this practice. This article documents teachers' views on the effects of an innovative form of streaming in one small South Island secondary school. Years 9 and 10 students in this school were streamed not on the basis of academic ability, but on criteria that had been developed from the key competency of "managing self" (Ministry of Education, 2007). The main advantages of key competency streaming noted by teachers were those of student motivation, the opportunity to meet the perceived needs of different groups of students, and positive "flow-on" effects. Some concerns raised by the teachers were a lack of role models in the low key competency classes and the potential for stereotyping students, the lack of clarity about the criteria used to place students, the possibility of overlooking the needs of some students, and the long term effects of the streaming system. The authors suggest that discussions about streaming provide a valuable forum for professional learning and that these discussions should be situated within an ethical framework.
Abstractor: As Provided
Number of References: 10
Entry Date: 2014
Accession Number: EJ1025642
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Kairaranga%22"><i>Kairaranga</i></searchLink>. 2013 14(2):3-9.
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  Data: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
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  Data: The pervasiveness of academic ability grouping, or streaming, as a means of organising students into instructional groups in New Zealand schools remains a dominant discourse, despite international and New Zealand research that casts doubt on the benefits of this practice. This article documents teachers' views on the effects of an innovative form of streaming in one small South Island secondary school. Years 9 and 10 students in this school were streamed not on the basis of academic ability, but on criteria that had been developed from the key competency of "managing self" (Ministry of Education, 2007). The main advantages of key competency streaming noted by teachers were those of student motivation, the opportunity to meet the perceived needs of different groups of students, and positive "flow-on" effects. Some concerns raised by the teachers were a lack of role models in the low key competency classes and the potential for stereotyping students, the lack of clarity about the criteria used to place students, the possibility of overlooking the needs of some students, and the long term effects of the streaming system. The authors suggest that discussions about streaming provide a valuable forum for professional learning and that these discussions should be situated within an ethical framework.
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      – SubjectFull: Ability Grouping
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      – SubjectFull: Grouping (Instructional Purposes)
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      – SubjectFull: Secondary Education
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      – SubjectFull: Educational Innovation
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      – SubjectFull: Selection Criteria
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      – SubjectFull: Student Placement
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      – SubjectFull: Teacher Surveys
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      – SubjectFull: Likert Scales
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      – SubjectFull: Student Motivation
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      – SubjectFull: Student Needs
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