Crossing the Tracks: How "Untracking" Can Save America's Schools.

Autor/in	Wheelock, Anne
Institution	Massachusetts Advocacy Center, Boston.
Titel	Crossing the Tracks: How "Untracking" Can Save America's Schools.
Quelle	(1992), (325 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-56584-013-5
Schlagwörter	Academic Aspiration; Curriculum Development; Diversity (Student); Educational Change; Educational Improvement; Elementary Secondary Education; Group Instruction; Heterogeneous Grouping; Homogeneous Grouping; Individual Differences; Mathematics Education; Nontraditional Education; Parent Participation; Public Schools; Teacher Expectations of Students; Track System (Education) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Gruppenunterricht; Homogene Gruppierung; Niveaugruppierung; Streaming; Individueller Unterschied; Mathematische Bildung; Non-traditional education; Alternative Erziehung; Elternmitwirkung; Public school; Öffentliche Schule; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This book examines the effects of tracking on public education, makes a case for "untracking" as a key education reform, and describes successful untracking efforts. Tracking is an educational practice that groups children of similar abilities and achievement levels together into homogeneous groups. "Untracking" is the process of eliminating a track system in schools and reworking the education process to serve heterogeneous groups. Untracking schools create academic communities founded on a moral vision of all students learning together at high levels with the understanding that they are engaged in the first stages of a process of life-long learning. Part 1, an introduction, looks at the current status of tracking in public schools, problems with tracking, and reasons for detracking. Part 2 summarizes components of successful untracking in schools and districts. In Part 3, 7 chapters explore these components through the experiences of specific schools and cover the following topics: (1) involving parents and the community in the untracking effort; (2) establishing a culture of high expectations within an untracked school; (3) organizing and grouping students for diversity including grouping practices, compensatory education, language-diverse students, and multi-age grouping; (4) fashioning high-level curricula for heterogeneous groups; (5) untracking instruction and assessment in heterogeneous classrooms; (6) teaching mathematics; and (7) the affect of untracking on student aspirations. Included are a list of untracked schools and extensive references for each chapter or section. (JB)
Anmerkungen	New Press, 450 West 41st Street, New York, NY 10036.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC