Collective leveling as a proposed compromise for pacing group instruction¶

Theory · All theories
Evidence · 1 claim (1 against) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Collective leveling is Arlin's (1984) proposal, discussed and rejected in this article, that a predetermined level for the pace and rigor of group instruction should be set near the middle of students' individual learning rates. Arlin argues it "functions as anunconscious means to establish an equilibrium between theapparently conflicting ideals of equal time and equalachievement". The article's findings do not lend credence to the compromise: trained teachers instead reported goals of providing a greater range of enriched learning activities rather than establishing a manageable achievement level.

Design Implications¶

Context¶

Requirements¶

• A predetermined level for pace and rigor set near the middle of the class's range of individual learning rates

Constraints¶

• The article's findings from trained high school mathematics teachers do not support the necessity of this compromise

Target Learners¶

• secondary school students in group-based mathematics instruction

Target Learning Objectives¶

• accommodating diverse learning rates within fixed class time

Claims¶

• Mastery Learning Did Not Slow Pace Or Scope [-M]

Related Theories¶

Examples¶

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Key Sources¶

• Fitzpatrick, Kathleen A. (1985). Group-Based Mastery Learning: A Robin Hood Approach to Instruction? Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois. https://eric.ed.gov/?id=ED255556