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      <pubDate>2024-01-29 19:03:13 UTC</pubDate>
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         <title>References</title>
         <author>elliehamilton7</author>
         <link>https://padlet.com/elliehamilton7/iqd9a7beyalmoc2b/wish/2865752333</link>
         <description><![CDATA[<p>BAKER, N., 2018. <em>Grouping Students by Ability: Is There a Difference in Academic Achievement? a Project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF EDUCATION in the Area of Curriculum and Leadership Department of Curriculum and Instruction</em> [online]. <a rel="noopener noreferrer nofollow" href="https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?sequence=1%26isAllowed=y">https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?sequence=1%26isAllowed=y</a>. Available from: <a rel="noopener noreferrer nofollow" href="https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?sequence=1%26isAllowed=y">https://dspace.library.uvic.ca/bitstream/handle/1828/9234/Baker_Nicole_MEd_2018.pdf?sequence=1%26isAllowed=y</a> [Accessed 28 Jan 2024].</p><p>BOLIVER, V. and CAPSADA-MUNSECH, Q., 2021. Does Ability Grouping Affect UK Primary School Pupils’ Enjoyment of Maths and English? <em>Research in Social Stratification and Mobility</em> [online]. 76 (76), p. 100629. Available from: <a rel="noopener noreferrer nofollow" href="https://www.sciencedirect.com/science/article/pii/S0276562421000494?casa_token=wrKKaJxx86QAAAAA:olQPKxnjK6mdLlGyUSxAPGgvfWYSwwE_hLwKYm8UAx4A-hoWFIErP9ifMBDuY6AvcHO3FEtO4Is">https://www.sciencedirect.com/science/article/pii/S0276562421000494?casa_token=wrKKaJxx86QAAAAA:olQPKxnjK6mdLlGyUSxAPGgvfWYSwwE_hLwKYm8UAx4A-hoWFIErP9ifMBDuY6AvcHO3FEtO4Is</a> [Accessed 28 Jan 2024].</p><p>BRADBURY, A. and ROBERTS-HOLMES, G., 2017. Grouping in Early Years and Key Stage 1: a ‘necessary evil’?. <a rel="noopener noreferrer nofollow" href="http://discovery.ucl.ac.uk"><em>discovery.ucl.ac.uk</em></a> [online]. Available from: <a rel="noopener noreferrer nofollow" href="https://discovery.ucl.ac.uk/id/eprint/10039076/">https://discovery.ucl.ac.uk/id/eprint/10039076/</a> [Accessed 28 Jan 2024].</p><p>DEWITT, P., 2016. Ability Grouping or Mixed Grouping: a Point of Contention? <em>Education Week</em> [online]. 6 March. Available from: <a rel="noopener noreferrer nofollow" href="https://www.edweek.org/education/opinion-ability-grouping-or-mixed-grouping-a-point-of-contention/2016/03">https://www.edweek.org/education/opinion-ability-grouping-or-mixed-grouping-a-point-of-contention/2016/03</a> [Accessed 28 Jan 2024].</p><p>DUNNE, M., HUMPHREYS, S., DYSON, A., SEBBA, J., GALLANNAUGH, F., and MUIJS, D., 2011. The Teaching and Learning of Pupils in low-attainment Sets. <em>Curriculum Journal</em> [online]. 22 (4), pp. 485–513. Available from: <a rel="noopener noreferrer nofollow" href="https://dera.ioe.ac.uk/6622/1/DCSF-RR011.pdf">https://dera.ioe.ac.uk/6622/1/DCSF-RR011.pdf</a> [Accessed 28 Jan 2024].</p><p>EDUCATION ENDOWMENT FOUNDATION, 2021. Within Class Attainment Grouping. <em>EEF</em> [online]. Available from: <a rel="noopener noreferrer nofollow" href="https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/within-class-attainment-grouping">https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/within-class-attainment-grouping</a> [Accessed 28 Jan 2024].</p><p>FRANCIS, B., ARCHER, L., HODGEN, J., PEPPER, D., TAYLOR, B., and TRAVERS, M.-C., 2016. Exploring the Relative Lack of Impact of Research on ‘Ability Grouping’ in England: a Discourse Analytic Account. <em>Cambridge Journal of Education</em> [online]. 47 (1), pp. 1–17. Available from: <a rel="noopener noreferrer nofollow" href="https://www.tandfonline.com/doi/abs/10.1080/0305764X.2015.1093095?casa_token=mvvzgJx3C4UAAAAA:nfwEAo5-cJib5QcXCrlxpBH8Vmg6QzVmD-Ml6ofDebwXUUqYln8bhrbmNVXWNw4FGFUHIssxEWFTGw">https://www.tandfonline.com/doi/abs/10.1080/0305764X.2015.1093095?casa_token=mvvzgJx3C4UAAAAA:nfwEAo5-cJib5QcXCrlxpBH8Vmg6QzVmD-Ml6ofDebwXUUqYln8bhrbmNVXWNw4FGFUHIssxEWFTGw</a> [Accessed 28 Jan 2024].</p><p>FRANCIS, B., TAYLOR, B., and TERESHCHENKO, A., 2019. <em>Reassessing ‘Ability’ Grouping: Improving Practice for Equity and Attainment</em> [online]. Google Books. Routledge. Available from: <a rel="noopener noreferrer nofollow" href="https://books.google.co.uk/books?hl=en&amp;lr=&amp;id=CjKoDwAAQBAJ&amp;oi=fnd&amp;pg=PP1&amp;ots=PhuZiUF-Ul&amp;sig=kW6jgBTWjKioLixmvbpi9vNochk&amp;redir_esc=y#v=onepage&amp;q&amp;f=false">https://books.google.co.uk/books?hl=en&amp;lr=&amp;id=CjKoDwAAQBAJ&amp;oi=fnd&amp;pg=PP1&amp;ots=PhuZiUF-Ul&amp;sig=kW6jgBTWjKioLixmvbpi9vNochk&amp;redir_esc=y#v=onepage&amp;q&amp;f=false</a> [Accessed 28 Jan 2024].</p><p>HALLAM , S., IRESON, J., and DAVIES, J., 2013. Primary pupils’ Experiences of Different Types of Grouping in School. <em>British Educational Research Journal</em> [online]. 30 (4), pp. 515–533. Available from: <a rel="noopener noreferrer nofollow" href="https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1080/0141192042000237211">https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1080/0141192042000237211</a> [Accessed 28 Jan 2024].</p><p>HALLAM, S., 2001. Ability Grouping in Education. <em>Ability Grouping in Education</em> [online]. pp. 1–240. Available from: <a rel="noopener noreferrer nofollow" href="https://www.torrossa.com/en/resources/an/4913300">https://www.torrossa.com/en/resources/an/4913300</a> [Accessed 29 Jan 2024].</p><p>JOHNSTON, O. and TAYLOR, B., 2023. A Systematic Literature Review of between-class Ability Grouping in Australia: Enduring tensions, New Directions. <em>Issues in Educational Research</em> [online]. 33 (1), p. 2023. Available from: <a rel="noopener noreferrer nofollow" href="http://www.iier.org.au/iier33/johnston.pdf">http://www.iier.org.au/iier33/johnston.pdf</a> [Accessed 28 Jan 2024].</p><p>KIM, S., LIN, T.-J., CHEN, J., LOGAN, J., PURTELL, K.M., and JUSTICE, L.M., 2020. Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms. <em>Frontiers in Psychology</em> [online]. 11. Available from: <a rel="noopener noreferrer nofollow" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7773690/">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7773690/</a> [Accessed 29 Jan 2024].</p><p>LOPEZ, J., 2016. Grouping in Maths: Mixed Ability Vs Fixed Ability - Third Space Learning. <em>Third Space Learning</em>[online]. Available from: <a rel="noopener noreferrer nofollow" href="https://thirdspacelearning.com/blog/mixed-ability-grouping-vs-ability-grouping-primary-maths/">https://thirdspacelearning.com/blog/mixed-ability-grouping-vs-ability-grouping-primary-maths/</a>.</p>]]></description>
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         <pubDate>2024-01-29 19:03:54 UTC</pubDate>
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      <item>
         <title>References 2</title>
         <author>elliehamilton7</author>
         <link>https://padlet.com/elliehamilton7/iqd9a7beyalmoc2b/wish/2865759601</link>
         <description><![CDATA[<p>MARTINOT, D., BEATON, A., TOUGAS, F., REDERSDORFF, S., and RINFRET, N., 2020. Links between Psychological Disengagement from School and Different Forms of self-esteem in the Crucial Period of Early and mid-adolescence. <em>Social Psychology of Education</em> [online]. 23 (6), pp. 1539–1564. Available from: <a rel="noopener noreferrer nofollow" href="https://link.springer.com/article/10.1007/s11218-020-09592-w">https://link.springer.com/article/10.1007/s11218-020-09592-w</a> [Accessed 28 Jan 2024].</p><p>MCGILLICUDDY, D., 2021. ‘They Would Make You Feel Stupid’ - Ability grouping, Children’s Friendships and Psychosocial Wellbeing in Irish Primary School. <em>Learning and Instruction</em> [online]. 75, p. 101492. Available from: <a rel="noopener noreferrer nofollow" href="https://www.sciencedirect.com/science/article/pii/S0959475221000517">https://www.sciencedirect.com/science/article/pii/S0959475221000517</a> [Accessed 28 Jan 2024].</p><p>MURPHY, P.K., GREENE, J.A., FIRETTO, C.M., LI, M., LOBCZOWSKI, N.G., DUKE, R.F., WEI, L., and CRONINGER, R.M.V., 2017. Exploring the Influence of Homogeneous versus Heterogeneous Grouping on Students’ text-based Discussions and Comprehension. <em>Contemporary Educational Psychology</em> [online]. 51, pp. 336–355. Available from: <a rel="noopener noreferrer nofollow" href="https://www.sciencedirect.com/science/article/pii/S0361476X17302540?casa_token=g5YE2w2U5CgAAAAA:IIdmHCSyPPNB1zNG9gE5Ie8Ba6cPQUWkAbUNmFGoJFteFepQCc7Nqk_Te0I7iO3tZuGcDX5gVVw">https://www.sciencedirect.com/science/article/pii/S0361476X17302540?casa_token=g5YE2w2U5CgAAAAA:IIdmHCSyPPNB1zNG9gE5Ie8Ba6cPQUWkAbUNmFGoJFteFepQCc7Nqk_Te0I7iO3tZuGcDX5gVVw</a> [Accessed 28 Jan 2024].</p><p>PALACIOS, D., DIJKSTRA, J.K., VILLALOBOS, C., TREVIÑO, E., BERGER, C., HUISMAN, M., and VEENSTRA, R., 2019. Classroom Ability Composition and the Role of Academic Performance and School Misconduct in the Formation of Academic and Friendship Networks. <em>Journal of School Psychology</em> [online]. 74, pp. 58–73. Available from: <a rel="noopener noreferrer nofollow" href="https://www.sciencedirect.com/science/article/pii/S0022440519300317">https://www.sciencedirect.com/science/article/pii/S0022440519300317</a> [Accessed 28 Jan 2024].</p><p>WEBB-WILLIAMS, J.L., 2021. Teachers’ Use of Within-Class Ability Groups in the Primary Classroom: a Mixed Methods Study of Social Comparison. <em>Frontiers in Psychology</em> [online]. 12. Available from: <a rel="noopener noreferrer nofollow" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8685397/">https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8685397/</a> [Accessed 28 Jan 2024].</p><p>YONEZAWA, S. and JONES, M., 2000. Students Perspectives on Tracking and Detracking. <em>Theory into Practice</em>[online]. 45 (1), pp. 15–23. Available from: <a rel="noopener noreferrer nofollow" href="https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4501_3">https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4501_3</a> [Accessed 28 Jan 2024].</p>]]></description>
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         <pubDate>2024-01-29 19:09:28 UTC</pubDate>
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