An in-depth discussion of whether children should be assigned to classes on the basis of their intelligence.
Written in 2007; 2,500 words; 8 sources; MLA; $ 75.95
Paper Summary:
This paper explores the allocation or assignment of children to different classes on the basis of intelligence. The paper discusses the numerous practical and pedagogical reasons for this process of differentiation and assignment. Yet, the paper shows the many counter arguments which tend to emphasize the advantage of an inclusive and heterogeneous class situation. The paper reveals that these arguments are dependent to a great degree on the meaning and the application of the term 'intelligence'. The paper concludes that there is more in favor of not assigning classes on the basis of intelligence.
Outline:
Abstract
Introduction
The Advantage of Whole-Class Teaching
Assignment According to Intelligence
Conclusion
From the Paper:
"Many educational theorists refer to fundamental and basic premises that pertain to all of education. This ideal of education can be seen to encompass the promotion of the ethos of democracy and is related to the fact that it encourages channels of communication at different levels and facilitates purposeful and fruitful interaction between various elements of our complex society. Education in its idealized form is seen as breaking down barriers of both communication and misunderstanding between children and generating hope for the future."
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