Which of the following is supported by research findings regarding the effectiveness of ability grouping for science and math instruction?
a. Between-class grouping seems to be effective for math but not for science.
b. The Joplin Plan seems to be ineffective for both subject areas. c. Within-class grouping and the Joplin Plan seem to be effective. d. Regrouping is ineffective for science and math.
Ques. 2Theoretical adequacy may be enhanced by
a. extended fieldwork. c. pattern matching.
b. interdisciplinary triangulation. d. All of these are true.
Ques. 3The research findings on ability grouping discussed in the text suggest that
a. between-class ability grouping is most beneficial to low-achieving students.
b. within-class ability grouping is not effective for the primary and elementary grades.
c. there is no empirical support for between-class ability grouping.
d. between-class ability grouping works in conjunction with the Joplin Plan.
Ques. 4Strategies for demonstrating corroboration in qualitative studies include
a. data triangulation.
b. methods triangulation.
c. interdisciplinary triangulation.
d. a and b
e. b and c
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