ORCID Profile
0000-0002-4405-7549
Current Organisation
Northumbria University
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Publisher: Informa UK Limited
Date: 09-02-2021
Publisher: Informa UK Limited
Date: 13-05-2013
Publisher: Informa UK Limited
Date: 28-04-2022
Publisher: SAGE Publications
Date: 15-10-2016
Abstract: Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Specifically, the paper examined the prevalence of setting and within-class ability grouping in PE, the contexts of its use, how sets and within-class ability grouping were established, and the rationales used to justify decisions about setting and within-class ability grouping in the subject. Data were collected via a web-based survey. The electronic survey was sent to 194 PE Heads of Department from North East of England schools catering for pupils in Key Stage 3 (ages 11–14) and/or Key Stage 4 (ages 14–16). The results indicated that setting is embedded in the organisational and pedagogical practices of PE in many secondary schools. Ability also served as a basis upon which to organise pupils within mixed-ability and setted PE lessons. A variety of other factors, including friendship and behaviour, were also reported as factors influencing grouping of pupils in PE lessons. Our discussion directs attention to issues arising for policy and practice in PE and points to the merits of further exploration and analysis of between-class and within-class grouping practices in the subject.
Publisher: Wiley
Date: 06-04-2022
DOI: 10.1002/BERJ.3802
Abstract: Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the erse practices and complex contextual factors that shape students’ perceptions and experiences of mixed‐ability grouping in physical education (PE). Enactment theory acknowledges that school decisions about grouping policy are impacted by wider education policy and other contextual influences, and that the expression of grouping policies in specific subjects and classrooms is navigated and negotiated by students as well as teachers. The paper draws on data from in‐depth, semi‐structured focus groups with 41 Year 10 (aged 14–15) students in a mixed‐gender secondary school in England to explore the different ways in which students are positioned and position themselves in the enactment of mixed‐ability grouping in PE. Findings reveal many contextual factors, including ability and gender discourses, school and subject cultures, and the broader policy context, influencing students’ positioning and learning experiences in mixed‐ability PE. The discussion explores distinct differences in the enactment of mixed‐ability grouping in PE in Key Stage 3 (aged 11–14) and Key Stage 4 (aged 14–16) and identifies students as enthusiasts , critics , entrepreneurs and copers in grouping policy enactment. The study affirms the need for educators and professionals to critically engage with the construct of ability, and in turn mixed‐ability grouping policies and pedagogic practices in PE.
Publisher: Informa UK Limited
Date: 20-07-2023
Publisher: Informa UK Limited
Date: 23-06-2020
Publisher: Informa UK Limited
Date: 15-09-2016
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Shaun Wilkinson.