Tracking, Expectations, and the Transformation of Vocational Education

Autor/inn/en	Lewis, Theodore; Cheng, Shih-Yu
Titel	Tracking, Expectations, and the Transformation of Vocational Education
Quelle	In: American Journal of Education, 113 (2006) 1, S.67-101 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/506494
Schlagwörter	Principals; Administrator Attitudes; Academic Achievement; Vocational Education; Track System (Education); Teacher Expectations of Students; Socioeconomic Status; Educational Innovation; Racial Differences; Educational Assessment; Educational Indicators; Demography + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Schulleistung; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Socio-economic status; Sozioökonomischer Status; Instructional innovation; Bildungsinnovation; Rassenunterschied; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Demografie
Abstract	Vocational education has a long history of association with differentiated curricula in the American high school. But within the last two decades there has been a movement for curriculum change--a new vocationalism--that has sought to draw the subject closer to the dominant academic mainstream. This study of high school principals (n = 665) explored whether the new shift in curriculum thinking is being accompanied by changes in how students are assigned to curriculum tracks. More particularly, it explored whether racial and socioeconomic factors continue to influence tracking and to dictate which students get vocational education and whether these same demographic factors also influence the expectations held by principals about the likely postschool destination of graduates. Findings are that indeed race and socioeconomic status significantly influence both track assignment and principals' expectations in a way that conforms to the principle of self-fulfilling prophecy. The findings did not support the view that ethnic and racial minorities are more likely than white students to be placed in the vocational track; however, there was strong evidence of such differentiation with respect to the general track. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10