SAGE Journal Articles
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Learning Objective: 8.1
How does the asset support this Learning Objective? The article provides a review for the Bayley Scales of Infant and Toddler Development – Third Edition.
Summary: The Bayley Scales of Infant and Toddler Development–Third Edition (Bayley-III) is a revision of the frequently used and well-known Bayley Scales of Infant Development–Second Edition (BSID-II; Bayley, 1993). Like its prior editions, the Bayley-III is an individually administered instrument designed to measure the developmental functioning of infants and toddlers. Other specific purposes of the Bayley-III are to identify possible developmental delay, inform professionals about specific areas of strength or weakness when planning a comprehensive intervention, and provide a method of monitoring a child’s developmental progress.
Questions to Consider:
- Describe the scales included in the Bayley-III?
- Why is the Bayley-III an appropriate measure of infant and toddler intelligence?
- How does the third edition improve upon the second edition?
Article 2: Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.
Learning Objective: 8.4
How does the asset support this Learning Objective? The article provides data on ability grouping and acceleration for K-12 students’ academic achievement.
Summary: Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their non-accelerated same-age peers (g = 0.70) but did not differ significantly from non-accelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement (g = 0.42).
Questions to Consider:
- What is ability grouping? Describe the different types of ability grouping.
- What is acceleration? What are the most common forms of academic acceleration?
- How do acceleration practices differ from typical educational experiences?
- Is it advantageous or disadvantageous to use ability grouping and acceleration in schools? Why or why not?