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PRODID:-//Columba Systems Ltd//NONSGML CPNG/SpringViewer/ICal Output/3.3-
 M3//EN
VERSION:2.0
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VEVENT
DTSTAMP:20170324T105306Z
DTSTART:20170403T153000Z
DTEND:20170403T173000Z
SUMMARY:MIE Seminar: Ability Grouping in Mathematics
UID:{http://www.columbasystems.com/customers/uom/gpp/eventid/}uh2-j0ie09t
 l-mqjnum
DESCRIPTION:David Pomeroy from the Victoria University of Wellington\, NZ
  will be giving a seminar on setting and ability grouping in New Zealand
 .\nDavid was formerly Diane Reay’s PhD student at Cambridge before movin
 g to New Zealand and has written several papers on gender and education.
   I think his work will be of relevance to anyone who has an interest in
  pedagogy\, social justice and educational research.\n\nTime/Venue: Mond
 ay 3rd April 5pm to 6.30pm in Ellen Wilkinson C5.1\nTea/coffee available
  from 4.30pm.\n\nWhat to do with evidence? Mathematics ‘ability grouping
 ’ as a case of educational research at an impasse\n\nThis seminar is par
 tly about ‘ability grouping’ or setting in secondary mathematics\, and p
 artly a case study which poses a dilemma for those involved in education
 al research and/or teacher education. Setting in school mathematics is w
 ell-researched\, and the balance of evidence suggests that:\nability gro
 uping is harmful for the attainment and learner identity of most student
 s in lower sets\, and\nthere is inconsistent evidence regarding ‘top set
 ’ placement and attainment\, with some evidence that placement in these 
 classes can have damaging effects on learning and learner identity.\nThe
  Education Endowment Fund’s Teaching and Learning Toolkit attributes to 
 ability grouping a negative effect on attainment. However\, mathematics 
 ability grouping is the rule rather than the exception in both New Zeala
 nd and UK secondary schools.\nIn this seminar I will summarise findings 
 from a New Zealand study on ability grouping\, showing how it can work a
 gainst equity in pernicious ways in a post-colonial context. This will l
 ead to a broader discussion of how we can position ourselves as educator
 s when dominant practices are at odds with research evidence. Do our res
 ponsibilities extend beyond the production and disemination of research 
 and into advocacy of particular practices? How do we communicate ethical
 ly and effectively with educational practitioners? What is the role of i
 nitial teacher education in such circumstances? The seminar will include
  time for discussion of these issues.\n
STATUS:TENTATIVE
TRANSP:TRANSPARENT
CLASS:PUBLIC
LOCATION:C5.1\, Ellen Wilkinson Building\, Manchester
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