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| Autor/inn/en | Cohen Zamir, Avner; Lefstein, Adam; Feniger, Yariv |
|---|---|
| Titel | 'He Doesn't Deserve to Be in the Higher Track': Teachers' Justifications in Student Tracking Discussions |
| Quelle | In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 4, S.543-555 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Cohen Zamir, Avner) ORCID (Lefstein, Adam) ORCID (Feniger, Yariv) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0159-6306 |
| DOI | 10.1080/01596306.2020.1858759 |
| Schlagwörter | Foreign Countries; High School Teachers; Track System (Education); Decision Making; Emotional Response; Academic Achievement; Teacher Response; Validity; Equal Education; Teacher Attitudes; Israel |
| Abstract | This study examines teachers' justifications for their student sorting decisions in two Israeli secondary schools. Combining descriptive statistics and micro-ethnographic discourse analysis of 281 audio-recorded discussions, the study offers a new perspective on tracking's multiple social and organizational functions: providing students' needs, rewarding and punishing students, satisfying teachers' emotional needs, and efficiently using school resources. Most of the justifications were related to students' needs (43%) and reciprocity issues (37%), with productivity justifications (20%) appearing less frequently. The study points in particular to teacher emotions as a key factor in the tension between formal sorting requirements and teachers' sorting practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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