many of the influences on teachers’ thinking about issues such as ability grouping are
external to their immediate working and professional environment.
What are the implications of these findings? We know that teachers’ beliefs affect
their teaching practices (Clark and Peterson, 1986; Carlgren et al., 1994). We also
know that different types of ability grouping have differential positive and negative
effects on academic, personal and social educational outcomes for different groups of
pupils. No single system offers equity. However, the weaknesses of different systems
can be ameliorated if schools and the staff in them are aware of the issues and take
positive steps to reduce their negative effects. For instance, where mixed ability
teaching practices are adopted high quality differentiated materials which support the
teacher in providing work at an appropriate level need to be made available. Teachers
also need to reward effort rather than attainment, in order to reduce the stigmatisation
of able pupils. In schools adopting setting, success in all curricular and extra-
curricular activities needs to be valued not only academic achievement. Teachers
should avoid making public comparisons between ability groups, value the progress
of all pupils and treat all groups with equal respect. They need to be aware that the
messages, verbal and nonverbal, that they convey to pupils about the extent to which
they and their efforts are valued determine whether pupils perceive the school as
having a positive inclusive ethos. Where this is not the case pupil alienation will
increase leading to increased discipline difficulties. The current emphasis in teacher
education on preparing teachers to deliver the curriculum has led to a reduction in
opportunities to develop understanding of such issues. In the long term this may be
counterproductive for individual teachers and for the development of school
environments which support learning for all students.
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