Education Insights • 2024 • Volume 2 • Issue 1 12 discovered in its practices and teachers must be empowered with proper training on effective implementation strategies. Due to the high influence of the results that may evolve from ability grouping, it is important to study the process that schools use to determine the method in which homogeneous or heterogeneous grouping will take place. The lack of available literature on current elementary teachers’ dispositions toward ability grouping, the factors considered in ability placement of students, and the influence of familiarity with ability grouping practices requires further research. The review of literature illustrated conflicting results of the effectiveness of grouping students based solely on their abilities. Important factors, such as flexible grouping and the usage of Gardner’s Multiple Intelligences Theory seem to be missing from the literature when assessing the effectiveness of ability grouping. Due to student variations in the intelligences identified by Gardner, teachers need to differentiate instruction to be effective to all students.71 Despite evidence on the importance of individual learning gifts, some educators continue to sort and instruct students without considering diverse learning styles and/or with little to no movement among groups. The paucity of studies on experimental and descriptive approaches toward grouping indicated a need for further examination of current school practices. Consequently, data generated by teachers will offer policy makers an overview into the practice within schools to achieve the goal of building the education system back and better. 71 Morgan, “Howard Gardner’s Multiple Intelligences,” 124–41.
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