Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?

Autor/inn/en	Van Houtte, Mieke; Demanet, Jannick; Stevens, Peter A. J.
Titel	Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?
Quelle	In: Social Psychology of Education: An International Journal, 16 (2013) 3, S.329-352 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-013-9216-8
Schlagwörter	Track System (Education); Student Evaluation; Homework; Teacher Attitudes; Secondary School Students; Labeling (of Persons); Student Characteristics; Public Policy; Cognitive Ability; Student Behavior; Student Adjustment; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Schulnote; Studentische Bewertung; Hausaufgabe; Lehrerverhalten; Sekundarschüler; Labeling-Ansatz; Öffentliche Ordnung; Denkfähigkeit; Student behaviour; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Belgien
Abstract	Past research into the consequences of tracking mainly documented on the impact of attending different tracks on students' achievement and behavior. Less attention has been paid to the impact of track positions on teachers' perceptions and expectations regarding students. By means of multi-level analysis of data of 6,545 students in 46 Flemish secondary schools with self-reported student measures and teachers' evaluations of students, this study examines if teachers' evaluations of secondary school students' cognitive capacity, effort in class and diligence in doing homework vary by track, and whether teachers' perceptions are informed (1) by the typical students' background features; (2) by the students' resistance to school; or (3) by labeling of students attending certain tracks. Teachers perceive lower track students as less able and less diligent in doing homework because of students' social and cognitive characteristics and anti-school behavior. Accounting for the latter, teachers even evaluate lower track students as paying slightly more effort. The implications for future research and social policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10