The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes

Autor/inn/en	Mayer, Anysia; LeChasseur, Kimberly; Donaldson, Morgaen
Titel	The Structure of Tracking: Instructional Practices of Teachers Leading Low- and High-Track Classes
Quelle	In: American Journal of Education, 124 (2018) 4, S.445-477 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Track System (Education); Teacher Expectations of Students; Standards; High Schools; Secondary School Teachers; High School Students; Teacher Behavior + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Standard; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Teacher behaviour; Lehrerverhalten
Abstract	Tracking remains a pervasive sorting mechanism in US high schools. Anthony Giddens's theory of structuration provides a useful framework for understanding how tracking is enacted and how its inequities might be interrupted. This study examines whether teachers reify tracks by systematically structuring generative rules differently for students in low and high tracks. Using the Classroom Assessment Scoring System, we observed 26 teachers in low- and high-track classrooms in spring 2012. We found that teachers, on the whole, structured generative rules that communicated lower expectations and provided less support to students in low-track classes than they did to those in high-track classes. However, we also found that a small number of teachers structured supportive environments for low-track students, suggesting implications for the transformation points of tracking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01