"Common" Instruction? Logics of Ability and Teacher Decision Making across Tracks in the Era of Common Standards

Autor/in	Hodge, Emily M.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01