Documente Academic
Documente Profesional
Documente Cultură
omogene cu performane
sczute sunt mai
predispui dect cei din
clasele bune s lipseasc
nemotivat de la coal, s
comit acte de
delincven i s-i
abandoneze studiile.
Autorul Dale
Schunk (1987)
sustine ca vehiculul
influenei dintre
model i cel ce imit
l reprezint, i n
cazul copiilor,
similaritatea ,ori
elevii slabi nu se
percep ca fiind
similari cu elevii
buni.
Referine bibliografice
Adams-Byers, J., Squiller Whitsell, S. i Moon S.M. (2004).
Academic and social/emotional effects of homogeneous and
heterogeneous grouping. Gifted Child Quarterly, 48, 1, 7-20.
Ansalone, G. (2003). Poverty, tracking, and the social construction
of failure: International perspectives on tracking. Journal of
Children and Poverty, 9, 3-20.
Argys, L.M., Rees, D.I. i Brewer, D.J. (1996). Detracking America's
schools: Equity at zero cost?Journal of Policy Analysis and
Management, 15, 4, 623-645.
Betts, J. i Shkolnik, J.L. (2000). The effects of ability grouping on
student achievement and resource allocation in secondary
schools. Economics of Education Review, 19, 115.
Hallinan, M.T. (1994). Tracking: From theory to practice. Sociology
of Education, 67, 2 , 79-91.