北美教育學作業代寫 分組計劃

北美网课代修领导者,留学生作业代写|Essay代写|英文论文代写等有許多不同類型的分組計劃,教師可以使用在他們的教室和學校。其中包括全班分組、跨年級分組、小班分組、一對一分組、同質分組和異質分組。現有的許多研究都是針對這些不同類型的分組配置進行的。當涉及到數學課程時,許多老師利用整個小組,小團體和伙伴小組。整個小組課程的效果很好,在深入講解主要內容之前,可以將一般信息傳達給全班同學。Brooks和Thurston(2010)對不同分組配置下的ELL學生的engagement水平進行了研究。他們發現,ELL的學生很少有機會參與學術性語言的產生。他們還發現,這些學生在聽老師講課,但沒有參與到討論和練習新技能的學術對話中(Brooks & Thurston, 2010)。整個小組教學并不總是能激發所有學生的充分參與,但它是課堂中最常用的小組教學形式之一。許多老師把小組教學作為個性化教學的一種方式來幫助每個孩子取得成功。兩種主要的小組結構包括異質分組和同質分組或能力分組,通常在課堂上使用。布魯克斯和瑟斯頓發現,孩子們在小組中比在整個小組中更積極地參與學術語言的產生。Chorzempa和Graham(2006)發現,每四個參與他們研究的教師中就有一個使用能力分組。雖然這比過去其他研究發現的要少得多,但仍然是大量的教室。許多教師采用能力分組的主要原因是為了使學生能夠以相同的速度移動以達到一個共同的目標(Lou, Abrami, & Spence, 2000)。Kulik和Kulik(1992)收集了數據,發現在高水平能力組的學生往往受益最多。低分組的孩子們的自尊心沒有受到任何傷害,他們實際上在這個分組計劃中獲得了一些學術地位。Kulik and Kulik(1992)總體上發現能力分組對兒童的影響大多是積極的,而消極的影響幾乎為零。然而,Abedi et al.(2006)發現能力分組會對兒童產生負面影響。他們認為能力分組否定了孩子們學習的全部經驗。由于許多老師把他們的能力等同于他們的英語熟練程度,所以厄爾孩子的這種能力會被放大。這是許多老師不采用能力分組的一個原因,尤其是在數學課程中。許多教師在閱讀中使用能力分組來將孩子們的閱讀水平調整到他們的水平,這樣他們的同齡人就能讀到相似的文章。

北美教育學作業代寫 分組計劃

There are many different types of grouping programs that teachers can use within their classrooms and schools. Some of these include whole-class grouping, cross-grade grouping, small groups, one-on-one groups, homogeneous grouping and heterogeneous grouping. Much of the existing research has been conducted on these different types of grouping configurations. When it comes to math courses, many teachers utilize whole group, small group and partner groups. Whole group lessons work well to get general information out to the entire class before diving into the meat of the content. Brooks and Thurston (2010) conducted research on engagement levels among ELL students in different grouping configurations. They found that there was little chance that the ELL students would engage in academic language production. They also found that these students were listening to their teachers, but were not engaging in academic conversations to discuss and practice new skills (Brooks & Thurston, 2010). Whole group instruction does not always elicit full engagement from all students, but is one of the most prominently used group configurations in classrooms. Small groups are used by many teachers as a way to individualize instruction to help each child be successful. Two main small group configurations include heterogeneous grouping and homogeneous grouping, or ability grouping, are often used in classrooms. Brooks and Thurston found that children were more actively engaged in academic language production in small groups than they were in whole groups. Chorzempa and Graham (2006) found that one in every four teachers that participated in their study used ability grouping. While this is far less than other studies have found in the past, it is still a large number of classrooms. The main reason that many teachers use ability grouping is so that the students can move at the same pace to reach a common goal (Lou, Abrami, & Spence, 2000). Kulik and Kulik (1992) collected data and found that the students in the higher level ability groups often have the most benefits. The children in the lower group’s self-esteem is not harmed in any way, and they actually gain some academic ground in this grouping program. Overall Kulik and Kulik (1992) found that ability grouping had mostly positive effects on the children and the negative effects were almost zero. However, Abedi et al. (2006) found that ability grouping can have negative effects on children. They believe that ability grouping denies children the full experience of learning. This can be amplified for ELL children as they are often put into lower level classes because many teachers equate their abilities with their English proficiency (Abedi, Courtney, Leon, Kao, Azzam, 2006). This is one reason many teachers do not use ability grouping, especially in mathematics courses. Many teachers use ability grouping in reading to break children into their reading level so they have peers that are reading similar texts.

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