Diversity of Conditions and Forms of Learning Interaction as a Factor of Academic Performance

In light of the increasing diversity within schools and classrooms, the issue of risks and opportunities for the success of every child is becoming increasingly significant. This article offers an overview of the current research on the relationship between the diversity of school and classroom compositions and the academic achievement of students. It also explores approaches to organizing cooperative learning and peer tutoring in heterogeneous classes. The possibilities and limitations of existing research in educational policy and pedagogical practice are examined. The potential of cultural-historical psychology, particularly the socio-genetic psychology of educational interactions, is substantiated for further research.

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