Literaturnachweis - Detailanzeige
Autor/in | Hodge, Emily M. |
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Titel | "Common" Instruction? Logics of Ability and Teacher Decision Making across Tracks in the Era of Common Standards |
Quelle | In: American Educational Research Journal, 56 (2019) 3, S.638-675 (38 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hodge, Emily M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831218803328 |
Schlagwörter | Common Core State Standards; Decision Making; Middle School Students; Literacy Education; Track System (Education); School Districts; Educational Policy; Educational Change; Program Implementation; Teacher Attitudes; Academic Ability; Ability Grouping; Instruction; Grading; Expectation; Student Centered Learning; Scaffolding (Teaching Technique); Curriculum Development Common core curriculum; Curriculum; Kerncurriculum; Decision-making; Entscheidungsfindung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leistungsgruppe; Leistungsdifferenzierung; School district; Schulbezirk; Politics of education; Bildungspolitik; Bildungsreform; Lehrerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Teaching process; Unterrichtsprozess; Notengebung; Schulnote; Expectancy; Erwartung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Development; Curriculumentwicklung; Lehrplan; Entwicklung |
Abstract | This article investigates the interaction between the Common Core State Standards and curricular tracking by examining instructional decision making across tracks in a large metropolitan district. This study draws on institutional logics as a framework to analyze 106 instructional decisions from 24 participants involved in middle school literacy instruction. In lower-track classes, participants often adapted the curriculum and adopted a more teacher-centered approach. About half of the rationales for those decisions reflected a logic of tracking, less than a fifth reflected a logic of differentiation, and almost a third reflected elements of both logics. These findings demonstrate that despite common standards, a tracked school structure continues to serve as a powerful signal about the curriculum and instruction seen as appropriate for different groups of students. (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 | 2020/1/01 |