Differences in teachers' attitudes towards mixed ability teaching have also been reported
depending on the subject that they teach (Reid et al, 1982). Humanities have tended to be
perceived as suitable for mixed ability teaching whereas mathematics and modern
foreign languages have tended to be perceived as inappropriate. Scientists occupy a
middle position. Those subjects where mixed ability teaching was perceived as
problematic tended to require correct answers and a grasp of abstract concepts (Reid et
al., 1982).
Historically, teachers have indicated preferences for teaching high ability groups
(Hargreaves, 1967; Lacey, 1970; Findlay & Bryan, 1975; Ball, 1981; Finley, 1984), in
some cases competing against each other in order to be able to do so (Finley, 1984).
This may be because pupils in lower ability classes tend to have more negative attitudes
towards school and often exhibit poor behaviour in the classroom which makes them
more difficult to teach (Hargreaves, 1967; Schwartz, 1981; Finley, 1984; Taylor, 1993).
Certainly, teachers of high ability groups have tended to be more enthusiastic about
teaching (Rosenbaum, 1976) and have reported feeling more efficacious (Raudenbush,
Rowan & Cheong, 1992). However, this effect disappeared when the level of pupil
engagement was controlled. Perhaps teachers find it difficult to generate interest in
learning in pupils in lower ability groups and the resulting lack of engagement
undermines their sense of efficacy. Other early research showed that teachers who
consistently taught low ability groups tended to become demoralised over a period of
time (Hargreaves, 1967; Finley, 1984).