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.
More intriguing information
1. An Attempt to 22. The name is absent
3. The name is absent
4. DIVERSITY OF RURAL PLACES - TEXAS
5. The voluntary welfare associations in Germany: An overview
6. Multiple Arrhythmogenic Substrate for Tachycardia in a
7. Explaining Growth in Dutch Agriculture: Prices, Public R&D, and Technological Change
8. The name is absent
9. The technological mediation of mathematics and its learning
10. Estimating the Economic Value of Specific Characteristics Associated with Angus Bulls Sold at Auction