Within the context of collaborative, small-group learning, the main focus of this thesis is on grouping practices: the ways in which teachers can divide students into learning groups. The goal of this research was to examine and answer the main questions: 1. How does within-class grouping affect learning? 2. How can within-class grouping be improved to maximize the potential of collaborative learning for all students?
|Award date||8 Sep 2005|
|Place of Publication||Enschede|
|Publication status||Published - 8 Sep 2005|