How Do I Get In? Criteria Shaping the High School Course Recommendation Process

Autor/in	Bernhardt, Philip Evan
Titel	How Do I Get In? Criteria Shaping the High School Course Recommendation Process
Quelle	In: Current Issues in Education, 17 (2014) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Track System (Education); Criteria; Secondary School Teachers; Ability Grouping; Student Placement; Decision Making; High School Students; Educational Environment; Human Capital; Critical Theory; Access to Education; Disadvantaged; Ability Identification; Student Characteristics; Measures (Individuals); Literature Reviews + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Schülerpraktikum; Decision-making; Entscheidungsfindung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Humankapital; Kritische Theorie; Education; Access; Bildung; Zugang; Bildungszugang; Messdaten
Abstract	Academic tracking is a common practice in American high schools. While its impact on the lives of teachers and students is well documented, few studies pay close attention to the criteria used to determine high school students' academic trajectories or how teachers select and apply these criteria. This review, which examines the types of criteria guiding high school teachers' course recommendation decisions, is organized into four parts. First, the literature search process is described and the terms tracking and ability grouping are defined. Second, the significance of course placement is addressed through an examination of the relationship between tracking and the opportunity gap. Third, research drawing attention to the meritocratic and non-meritocratic criteria guiding secondary teachers' course recommendation decisions is examined. The review concludes by offering recommendations for making school-based course placement policies and the criteria driving teachers' decisions more consistent and transparent. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10