Tracking: A Form of Educational Neglect?

Broussard, C. Anne; Joseph, Alfred

doi:10.1093/cs/20.2.110

Cited by 6 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They also confirmed that a teacher's perceptions of a learner in one year may predict significant changes in a learner's achievement in multiple years to come (Jussim & Harber, 2005; A. E. Smith, Jussim, & Eccles, 1999). Some researchers (e.g., Blau, 2003;Broussard & Joseph, 1998;Oakes, 1995;Rose, 2012) contend that the practice of grouping students according to ability has had the most significantly detrimental effects on racialized and language-minority students. Blau (2003) claims that the "incentives and rewards in schools such as promotions and placement in challenging courses tend to be racially biased, and to the extent to which they are biased, they reproduce and reinforce racial differences in advantage and disadvantage" (p. 211).…”

Section: Teachers' Perceptions Of Esl Learnersmentioning

confidence: 83%

“…Some researchers (e.g., Blau, ; Broussard & Joseph, ; Oakes, ; Rose, ) contend that the practice of grouping students according to ability has had the most significantly detrimental effects on racialized and language‐minority students. Blau () claims that the “incentives and rewards in schools such as promotions and placement in challenging courses tend to be racially biased, and to the extent to which they are biased, they reproduce and reinforce racial differences in advantage and disadvantage” (p. 211).…”

Section: Teachers’ Perceptions Of Esl Learnersmentioning

confidence: 99%

“…Although teachers interviewed spoke of grades as being “too limited” in regard to representing the “whole child,” the additional information they requested on which to base their student placement decisions revealed an overdependence on external and internal factors outside of students’ actual academic achievement. Teachers’ dependence on factors other than academic achievement is of particular concern given that some researchers (Broussard & Joseph, ; Oakes, ) suggest that teachers who perceive learners as having more social, behavioural, or family problems are more likely to place learners in supplementary learning assistance and that students placed in remedial classrooms often have more difficulty moving to more advanced classrooms regardless of their academic potential (Blau, ; Moller, Stearns, Blau, & Land, ).…”

Section: Findings Overviewmentioning

confidence: 99%

See 2 more Smart Citations

“I Know I'm Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement

Riley

2014

TESOL Quarterly

View full text Add to dashboard Cite

This qualitative study focuses on the potential influence students’ English as a second language (ESL) status has on teachers’ placement decisions. Specifically, the study examines 21 teachers’ responses to and decisions regarding fictional student record cards. Findings reveal that some teachers’ placement decisions were influenced by factors beyond a student's academic achievement, such as a student's ethnicity or ESL status. This study demonstrates that even when teachers are asked to base their recommendations only on academic achievement, some teachers still attend to arbitrary factors such as a learner's group membership. Teacher educators may use these findings to sensitize teacher candidates to the implications of their unchecked stereotypes and biases.

show abstract

Section: Teachers' Perceptions Of Esl Learnersmentioning

confidence: 83%

Section: Teachers’ Perceptions Of Esl Learnersmentioning

confidence: 99%

Section: Findings Overviewmentioning

confidence: 99%

See 1 more Smart Citation

“I Know I'm Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement

Riley

2014

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

“…Those standards dealing in these classes diversify as successes, capacities, knowledge, intelligences, and working situations of students. This definition is in parallel with the definitions in the literature [10,22,23,37,54,66,69]. When the strengths and weaknesses of this application were evaluated by the implementers, the prominent strength was increasing the success of students who are in a higher success group, and the prominent weakness was affecting students in a negative way psychologically.…”

Section: Discussionmentioning

confidence: 84%

Rethinking Tracking Practices: What Teachers Say

Özelçi¹,

Çengel²,

Vural³

et al. 2016

ujer

View full text Add to dashboard Cite

Under the different sides of discussion on the tracking, we attempted to understand how teachers and administrators evaluate tracking system in their school. We gathered data from teachers who employed in one of the government mandated schools in west part of Turkey. In this single case study, we collected data from 16 teachers, 1 administrator and 1 school counselor through the semi-structured interviews. The school that we gathered data has long term tracking experience on secondary level. We analyzed the data through a descriptive analyze method and discussed the results under the light of theoretical base. According to the findings, teachers usually define tracking as dividing students according to their abilities, intelligences, academic achievement levels or potential situations. The pros of the applications are improving upper class students' success, while the cons' are some of the psychological side effects and damages on students. Teachers also mentioned that relationship among classes is disconnected. And, usually there is more discipline problems in lower ability group class, while a teacher emphasized that there are different type of discipline problems in different ability classes.

show abstract

“…Student ability grouping has been an emotionally charged issue in high school reform for some time. Although research has shown that tracking harms most students academically and socially, these practices have persisted and continue to be seen by some researchers as having adverse effects on students (Broussard & Joseph, 1998;Oakes, 1985;Wheelock 1992). For students with disabilities, tracking has had deleterious consequences.…”

Section: Contextual Factors Impacting Teaching a N D Learning Standards-b A S E D C U R R I C U L A I N Secondary Schoolsmentioning

confidence: 99%

Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities

Stodden

Galloway

Stodden

2003

Exceptional Children

View full text Add to dashboard Cite

W ill standards-based education negate the benefits of individualized education for children and youth with disabilities? The Individuals with Disabilities Education Act Amendments of 1997 (IDEA; Public Law 105-17) and the No Child Left Behind (NCLB) Act of 2001 legislated a number of new obligations for school reform. National consensus regarding standards-based reforms has been reached on three guiding principles inherent in federal law: (a) there will be challenging standards; (b) all students, including students with disabilities, should have the opportunity to achieve these standards; and (c) policymakers and educators should be held publicly accountable for every student's performance (Council for Exceptional Children, 1998; McDonnell, McLaughlin, & Morison, 1997;Wagner, 1998). However, issues arising in secondary special education suggest we may be heading in two opposing directions simultaneously. McDonnell et al. (1997) noted newer legislation presents a striking difference for students with disabilities because standards-based reform stresses accountability to apply uniform standards, whereas past legislation stressed compliance to apply individualized goals and instruction.According to the American Youth Policy Forum (AYPF) and Center on Education Policy (CEP) report (AYPF & CEP, 2002), tremendous progress has been made regarding access and participation in standards-based curricula and assess-9

show abstract

Tracking: A Form of Educational Neglect?

Cited by 6 publications

References 0 publications

“I Know I'm Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement

“I Know I'm Generalizing but…”: How Teachers’ Perceptions Influence ESL Learner Placement

Rethinking Tracking Practices: What Teachers Say

Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities

Contact Info

Product

Resources

About