Discusses grouping as the method by which ESL classes can be individualized, while at the same time serving to encourage student communication. Identifies three categories of grouping, along with the skill areas for which each is most effective. Also presents four classroom management models and discusses the strengths and weaknesses of each. (EKN)

Thirty-three studies, each comparing the effectiveness of individualized vs group-based instruction in facilitating mathematics learning, are tabulated according to author, grade level, mathematical content, test used, and direction of significant differences. Results of 19 studies comparing the effects of grouping on attitudes towards mathematics…

Teaching mathematics to mixed ability groups of children is discussed in general. Questions are identified concerning philosophy, organization, teaching model, course content, material, and assessment and evaluation. (DT)

The influence on learning of classroom climate in Indian schools is discussed, with attention directed toward such factors as teacher-student relationships, discussion methods, teaching style, peer relationships, and general psychological atmosphere. (LBH)

This study examined the relationship between intensity of study (defined as more hours per week of class within a subject matter area) and student success. The researcher identified two possible methods for increasing the intensity of study: (1) Compression Hypothesis--shortening the length of terms and increasing the amount of time per week spent…

In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current research on multigrade instruction, identifies…

Changes in classroom organization and pedagogic style in English primary education are underpinned by normative expectations which diverge from those prevalent in the "traditional" classroom; this is not explicit in the argument comparing American and English approaches. (Author/JM)

Examines problems associated with the increase in non-streaming in British comprehensive secondary schools. Science teachers, for example, are being faced with classes that contain a wide range of student abilities. Provides guidelines for providing suitable teaching and learning conditions in non-streamed science classrooms. (JR)

Details of the breaking down of a large mathematics class for prospective elementary teachers into ten small groups are given, covering objectives, planning, organization of the class, evaluation of student progress, and assessment of the group-learning experiment. (DT)

Describes the British primary school approach to mathematics learning. (MM)

Author says graded classrooms and graded textbooks based on them are the key stumbling blocks to progress in our whole educational system. (Author/JB)

An approach to teaching based on the English infant school where "youngsters aged from five to 10 work in specially adapted, child sized environments, doing whatever they want. Part of a longer special report which is available from: Grade Teacher Reprints, 23 Leroy Ave., Darien, Conn. 06820 (No. 91291, 75J) (Author/AP)

Reveals a clear relationship between teachers' aims and objectives and choice of class organization and that pupils taught in classes in which reading is heard in groups achieve higher reading standards than do those taught individually. Shows also the effects of time on the quality of instruction. (FL)

Over 30 activities for elementary school classes during the first week of school are described. Ideas are included for a first day checklist, correct pronunciation of names, getting acquainted games, and classroom organization hints. (CJ)