References: Flexible Grouping

Return to Flexible Grouping strategy page.

References

Bates, C. C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. YC Young Children, 68(2), 30.

Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43(1), 137-154.
Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.
Colon, G., Zgliczynski, T., & Maheady, L. (2022). Using Flexible Grouping. In High Leverage Practices for Inclusive Classrooms (pp. 265-281). Routledge.
Dube, F., Bessette, L., & Dorval, C. (2011). Differentiation and Explicit Teaching: Integration of Students with Learning Difficulties. Online Submission.
Dube, F., Dorval, C., & Bessette, L. (2013). Flexible grouping, explicit reading instruction in elementary school. Journal of Instructional Pedagogies, 10.
Ford, M. P. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL).
Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory Into practice, 41(1), 47-52.
Israel, S. (2020). The Impact of Math Talk and Flexible Grouping Strategies On Elementary Students' Mathematical Achievement.
Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).
Pogulis, M. (2018). Flexible Reading Groups And Social Emotional Needs In A First Grade Classroom.
Schlag, G. E. (2009). The relationship between flexible reading groups and reading achievement in elementary school students (Doctoral dissertation, Walden University).