addresses this issue. It is particularly important currently because of the UK
government’s commitment to encouraging students to engage more fully with the arts
and participate in more physical activity. Pupil motivation to do so will be affected by
their relationships with teachers, which are in part determined by teachers’ beliefs and
attitudes, which in turn are influenced by the grouping structures adopted in the
school where they teach and the subject that they teach.
Methodology
A sample of 45 mixed gender secondary comprehensive schools selected from all
schools in England participated in the study, to represent a range of grouping
practices, intake and location. All schools had received satisfactory inspection reports
during the three years before the start of the project. Steps were taken to balance the
schools across each of the ability grouping types described below in terms of their
size and the social mix of their intake, using free school meals as an indicator of
social disadvantage. The schools comprised three levels of ability grouping in the
lower secondary school (Years 7 to 9), with 15 schools at each level:
'Mixed Ability Schools' predominantly mixed ability classes for all subjects, with
setting in no more than two subjects in Year 9.
'Partially Set Schools' setting in no more than two subjects in Year 7, increasing
to a maximum of 4 subjects in Year 9.
'Set Schools' streaming, banding or setting in at least four subjects from
Year 7.
Teachers of pupils in years 7, 8 and 9 completed a questionnaire developed
specifically for the research exploring teachers' attitudes towards ability grouping.
Teachers were asked to report the current grouping practices adopted for their subject
in their school, the extent to which they supported these practices, and what grouping