Teachers' attitudes towards teaching low ability groups may have contributed to the
alienation of pupils in those groups. Pupils from high ability groups tend to exhibit pro-
social behaviour and it is this, rather than their academic achievement, which seems to
shape teachers' behaviour towards them (Hargreaves, 1967; Lacey, 1970; Ball, 1981;
Finley, 1984). Teachers have also been shown to interact with high ability groups more
frequently and positively than they do with low ability groups (Harlen and Malcolm,
1997; Sorenson and Hallinan, 1986; Gamoran and Berends, 1987). However, in some
schools, presumably where the ethos is supportive of pupils of all abilities, there is some
evidence that teachers of low stream students do view them positively (Burgess, 1983,
1984). In the current UK educational context, where some teachers choose to specialise
in teaching those with special educational needs the situation may be different.
Much of the UK research cited above was undertaken when the educational system was
highly selective; all pupils were assessed at age 11 and on the basis of their test
performance either attended grammar or secondary modern schools. In those schools the
most commonly adopted system of pupil grouping was streaming, where pupils were put
into classes on the basis of their overall ability. When research demonstrated that
selection and streaming had little positive effect on academic performance and could be
detrimental to the personal and social educational outcomes of some pupils (see Hallam
and Toutounji, 1997; Harlen and Malcolm, 1998; Sukhnandan and Lee, 1998, Ireson and
Hallam, 1999 for reviews) the 11+ examination was largely abandoned and schools
moved towards alternative forms of grouping pupils, banding, setting and mixed ability
teaching. The aim of this research was to explore teachers’ attitudes towards and beliefs
about ability grouping within this changed educational context.