Learning segregation: Difference between revisions
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Efforts to address learning segregation often involve promoting inclusive and equitable educational practices, such as mixed-ability classrooms, differentiated instruction, and personalized learning approaches that support the diverse needs of all students. These approaches aim to create learning environments where all students can thrive regardless of their perceived academic abilities or backgrounds. | Efforts to address learning segregation often involve promoting inclusive and equitable educational practices, such as mixed-ability classrooms, differentiated instruction, and personalized learning approaches that support the diverse needs of all students. These approaches aim to create learning environments where all students can thrive regardless of their perceived academic abilities or backgrounds. | ||
==See also== | ==See also== | ||
==References== | ==References== | ||
==Notes== | ==Notes== | ||
<references /> | <references /> | ||
{{NoteAI}} | {{NoteAI}} | ||
==Learning | ==Learning segregation appears in the following literature== | ||
Resh N., Dar Y. (1992 | Resh N., Dar Y. (1992). Learning Segregation in Junior High Schools in Israel: Causes and Consequences. ''School Effectiveness and School Improvement'', ''3''(4), 272-292. https://doi.org/10.1080/0924345920030404 | ||
Latest revision as of 16:17, 25 September 2024
Date and country of first publication[1][edit | edit source]
1992
Israel
Definition[edit | edit source]
Learning segregation refers to the practice of separating students based on perceived academic abilities or other criteria within an educational setting. This segregation can take various forms, such as tracking, ability grouping, or streaming, and it typically involves assigning students to different classes or educational programs based on their perceived skill levels, talents, or learning needs.
While proponents of learning segregation argue that it can allow for more targeted instruction and support for students at different academic levels, critics argue that it can perpetuate inequalities and create barriers to educational opportunities. For example, students who are placed in lower tracks or groups may receive less challenging coursework and fewer resources, limiting their academic growth and future opportunities. Additionally, learning segregation can reinforce stereotypes and stigmatize students who are placed in lower tracks or groups.
Efforts to address learning segregation often involve promoting inclusive and equitable educational practices, such as mixed-ability classrooms, differentiated instruction, and personalized learning approaches that support the diverse needs of all students. These approaches aim to create learning environments where all students can thrive regardless of their perceived academic abilities or backgrounds.
See also[edit | edit source]
References[edit | edit source]
Notes[edit | edit source]
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
Learning segregation appears in the following literature[edit | edit source]
Resh N., Dar Y. (1992). Learning Segregation in Junior High Schools in Israel: Causes and Consequences. School Effectiveness and School Improvement, 3(4), 272-292. https://doi.org/10.1080/0924345920030404