Similarly, the book offers no prescriptions for teachers faced with a barrage of, often contradictory, recommendations concerning the benefits of, for example, mixed-ability, whole-class or small-group teaching.
Despite a clear commitment to reduce the amount of mixed-ability teaching, no such reduction has taken place in the past six years.
They provide a very good example of effective mixed-ability teaching.
The poor little beggar who is in a mixed-ability class and cannot get on will put a brick through the window—or he should do.
During those 30 years, child-centred learning in mixed-ability classes has done untold damage to many thousands of pupils.
We shall have mixed-ability football when there is such a player.
Again, what is the effect of mixed-ability teaching?
Therefore, three quarters of lessons in those important subjects take place in mixed-ability classes.
