Describe approaches to transforming schools. Philosophy of Grouping the position that school systems take on ability grouping depends largely on their conception of the individual child and of the general purpose of education. If the philosophical position of the school is focused on predetermined curricula, the school is more likely to support homogenous ability grouping. If, in contrast, the school is concerned about the personal and social development of students and believes in diversity as a technique of stimulating education, it is more likely to favor heterogeneous grouping. See grouping problems on page 478.
Tracking provides rigid, specified programs built on a system of prerequisite courses.
See definitions on top of page 480. Most effective in nongraded school programs in which annual units of time are not as crucial. See page 481. See Figure 15.3 on page 484. It is also an adjunct classroom.