Mixed Ability Grouping

Published in 1983, this book examines the rationale for mixed ability groupings in schools, addressing social justice and fraternity while offering insights valuable to educators, administrators, and parents alike.

Mixed Ability Grouping, first published in 1983, delves into the rationale behind mixed ability groupings in educational settings and examines the implications of various justificatory arguments. The author systematically addresses the challenges educators face when making decisions about how to arrange student groupings, grounding the discussion in fundamental principles of social philosophy. This approach allows for a thorough exploration of the concepts of social justice and fraternity, which are often taken for granted in discussions surrounding mixed-ability education.

The book highlights the limitations and consequences of these ideas, providing a critical analysis that educators and policymakers can utilize when considering the effectiveness of mixed ability groupings. By unpacking the complexities of these arguments, the author encourages readers to reflect on the ethical dimensions of educational practices and their impact on student learning outcomes.

Importantly, the insights presented in Mixed Ability Grouping extend beyond teachers and future educators; they are also relevant to school governors, administrators, and parents. By engaging with the themes discussed in the book, these stakeholders can gain a deeper understanding of the school system and the factors that influence student success. Overall, this work serves as a valuable resource for anyone interested in the dynamics of classroom grouping and its broader implications for educational equity and inclusivity.