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The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Improving the Effectiveness of Pupil Groups in Classrooms

Grant reference: L139251046

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Occasional paper details

TLRP: Pupil grouping strategies and practices at Key Stage 2 and Key Stage 3; Case studies of 24 schools in England. Research report 796.
The Department for Education and Skills (DfES) commissioned the University of Brighton (with partner universities Sussex, Cambridge and the Institute of Education, London) to undertake a two-part investigation into the effects of pupil grouping in schools at Key Stages (KS) 2 and 3. The two-part investigation provided: (1) an extended review of the literature that included an analysis and synthesis of current literature that would identify types of pupil grouping suited to particular pupils, the range of organisational policies regarding pupil grouping within schools that are related to different levels of performance, and subjects suited to particular types of grouping; and (2) comparative case studies that explored how grouping/organisational policy was implemented in classrooms and how this affected teaching and learning strategies, the impact of grouping on social pedagogy and learning, and planning for transition. The extended literature review (Kutnick, Sebba, Blatchford, Galton & Thorp, 2005b) was published previously by the DfES (Research Report 688). This research brief reports on the comparative case studies. The report comments on key findings in the following areas: grouping and its impact on the attainment of pupils, whether grouping best suited to particular pupils, classroom organisation and pupil grouping, subjects best suited to a particular type of grouping, teaching and learning strategies suited to particular types of pupil grouping, grouping and transfer/transition and lastly training for group work.
Original Document

Primary contributor

Author P Kutnick

Additional details