differences relating to the type of school they taught in and the subject that they
taught. Separate analysis of school types showed that length of time teaching,
individual school differences and teacher qualifications were also significant
predictors of attitudes.
Conclusions. Teachers’ beliefs about ability grouping are influenced by the type of
groupings adopted in the school where they work, the subject that they teach, their
experience and qualifications. As pedagogical practices are known to be influenced by
beliefs these findings have important implications for teacher training.
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