Resumo

SEVILLA, María Paola. Ability Grouping: Does the pedagogical core is changed?. Cuad. Investig. Educ. [online]. 2016, vol.7, n.1, pp.93-100. ISSN 1510-2432.

This paper debates about the link between grouping students into different instructional groups, and learning outcomes. I do a literature review that contrasts different positions and empirical evidence about ability grouping -tracking-. I argue that is not a direct relationship between how students are sorted and grouped, and better academic outcomes, because the improvement is the results of altering the pedagogical core that corresponds to student, teacher and curricular resources. Thus, when alternatives practices of grouping students are put into consideration, it is necessary not only examine educational outcomes, but also beliefs, and teacher practices associated at each option. The mandate is align the empirical research in this topic with schools' improvement efforts.

Palavras-chave : ability grouping; educational outcomes; teaching method; beliefs; teacher expectations of students.

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