Abstract
At the end of the 1960s, several research projects on intraclass grouping were begun in the Netherlands and in other European countries. Some were aimed at mastery learning, and others at ability grouping and setting procedures such as those described by Hillson (1967) and Yates (1966). The majority of the studies became feasibility studies. Among the important questions that most of these research projects hoped to solve was how to implement some form of classroom grouping and then to detect the consequent problems for teachers, students, and the whole school organization. Central topics in these research projects became (1) the conditions within the school organization necessary to realize intraclassroom grouping, (2) factors influencing the behavior of teachers, (3) the role of learner resources (i.e., curriculum materials) in implementing intraclassroom grouping, and (4) the effects of mixed-ability grouping and homogeneous-ability grouping on student learning capabilities.
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Nijhof, W., Kommers, P. (1985). An Analysis of Cooperation in Relation to Cognitive Controversy. In: Slavin, R., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., Schmuck, R. (eds) Learning to Cooperate, Cooperating to Learn. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3650-9_5
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