Working for Equity in Heterogeneous Classrooms

by Cohen, Elizabeth G.; Lotan, Rachel A.

• ISBN13: 9780807736432
• ISBN10: 0807736430
• Format: Paperback
• Copyright: 1997-08-01
• Publisher: Teachers College Pr

Summary

This volume provides the theory and research on which Elizabeth Cohen's Designing Groupwork: Strategies for the Heterogeneous Classroom(1994), now a classic resource in curriculum, was based. Working for Equity in Heterogeneous Classroomsdocuments, with systematic data collection and analysis, how it is possible to abolish ability grouping without sacrificing the intellectual challenge of the curriculum. This unique illustration of the practical application of sociological theory and research strategies shows how they can be utilized in reconstructing classrooms to simultaneously achieve goals of equity and development of higher order thinking. The innovation of this approach, Complex Instruction (CI), has a systematic knowledge base that permits examination of implementation, staff development, equal-status interaction, and outcomes of achievement and cognitive development. The work of this group of researchers is testimony to the exciting potential that sociological theory and research have for the field of education.

Table of Contents

Preface
Acknowledgments
Equity in Heterogeneous Classrooms: A Challenge for Teachers and Sociologists	p. 3
Complex Instruction: An Overview	p. 15
Organizing the Classroom for Learning	p. 31
The Power in Playing the Part	p. 44
Understanding Status Problems: Sources and Consequences	p. 61
Raising Expectations for Competence: The Effectiveness of Status Interventions	p. 77
The Effect of Gender on Interaction, Friendship, and Leadership in Elementary School Classrooms	p. 92
Principles of a Principled Curriculum	p. 105
Effects of the Multiple-Ability Curriculum in Secondary Social Studies Classrooms	p. 117
What Did Students Learn?: 1982-1994	p. 13
Sociologists in the Land of Testing	p. 16
The Relationship of Talk and Status to Second Language Acquisition of Young Children	p. 18
Complex Instruction and Cognitive Development	p. 19
Teachers as Learners: Feedback, Conceptual Understanding, and Implementation	p. 20
Principals, Colleagues, and Staff Developers: The Case for Organizational Support	p. 22
Linking Sociological Theory to Practice: An Intervention in Preservice Teaching	p. 24
Organizational Factors and the Continuation of a Complex Instructional Technology	p. 26
A Viewpoint on Dissemination	p. 27
Appendixes	p. 28
References	p. 29
About the Editors and the Contributors	p. 30
Index	p. 30
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