The book, first published in 1983, explores the argument that
justifies mixed ability groupings in schools and the consequences
of practicing the different justificatory arguments. The issues to
be dealt with by staff making decisions about grouping arrangements
in their schools are clearly worked out from basic principles
rooted in social philosophy. The ideas of social justice and
fraternity, implicit and unexamined in much discussions about
mixed-ability grouping are here explained and their limitations and
implications described. The issues discussed in this book are not
only important for teachers and for those studying to become
teachers, but also for school governors, administrators and parents
who can gain a better understanding of the school system through
this study.
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