Teacher Education, Educational Leadership & Policy ETDs

Florian Perea

Publication Date

6-2-1966

Abstract

Conscientious and devoted teachers have for years been aware of the problem that grouping poses in classroom organization. For years they have known that in order to reach every pupil in their classroom something must be done. Teachers have constantly sought for proficiency of technique and methodology that would enable them to provide more adequately for the needs of school children. They have attended institutions of higher learning where they might obtain the knowledge of the latest explorations in the field. The recommended methodology has changed from one technique to another. Wilhelms and Gibson (1961, pp. 410-411) remind us that in the Twenties and early Thirties the grouping movement which was booming dwindled in the next decade. It has risen strikingly again, so that samplings show a high proportion of schools grouping extensively or planning to. The movement in the Twenties suggested that in order to reach every child, and provide adequately for his needs, teachers must group children and categorize them according to ability.

Document Type

Thesis

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

Laura Helen Walters

Third Committee Member

Tom Wiley

Fourth Committee Member

Lucien Edward Roberts

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