Classes and Intelligence

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."

Sample of Sources Used:

• Borland, J. H. (1997). The Construct of Giftedness. PJE. Peabody Journal of Education, 72(3-4), 6-20. Retrieved April 7, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=96242801
• Chang, M. J., Denson, N., Saenz, V., & Misa, K. (2006). The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates. Journal of Higher Education, 77(3), 430+. Retrieved May 11, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5015153770
• Connell, J. M. (1995). Revisiting the Concept of Community: an Examination of Charlotte Perkins Gilman's Utopian Vision. PJE. Peabody Journal of Education, 70(4), 19-33. Retrieved May 11, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=95240142
• Education - Our Fundamental Resource. Retrieved May 5, 2007, from http://www.usc.edu/libraries/archives/cityinstress/mccone/part7.html
• Stevenso H. W. and Nerison-Low R. To Sum It Up: Case Studies of Education in Germany, Japan, and the United States. Retrieved May 5, 2007, from http://www.ed.gov/pubs/SumItUp/chapter3.html

More papers on Classes and Intelligence:

• Case Study # 74746 : "The Multiple Intelligence Approach "
• Essay # 54858 : "Intelligence Tests"
• Research Paper # 149664 : "Race, Intelligence and Testing"

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