Literaturnachweis - Detailanzeige
Autor/inn/en | Fewell, Connor J.; Hess, Michael E.; Lowery, Charles; Gervason, Madeleine; Ahrendt, Sarah; Giglio, Marija |
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Titel | Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class |
Quelle | In: Journal of Cases in Educational Leadership, 24 (2021) 3, S.15-26 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Lowery, Charles) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1555-4589 |
DOI | 10.1177/1555458920982331 |
Schlagwörter | Case Studies; Case Method (Teaching Technique); Experience; Stereotypes; Rural Areas; Social Class; Social Discrimination; Consolidated Schools; Student Experience; Middle School Students; Ability Grouping Case study; Fallstudie; Case Study; Case method; Fallmethode; Erfahrung; Klischee; Rural area; Ländlicher Raum; Social classes; Soziale Klasse; Soziale Benachteiligung; Soziale Schließung; Consolidated school; Mittelpunktschule; Zentralschule; Studienerfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Homogene Gruppierung; Niveaugruppierung; Streaming |
Abstract | This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities--one affluent and one underresourced--are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students' experiences with tracking and stereotyping--particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |