An Urban Secondary School Case Study of Disciplinary Writing in Tracked Classrooms

Autor/in	Wilcox, Kristen Campbell
Titel	An Urban Secondary School Case Study of Disciplinary Writing in Tracked Classrooms
Quelle	In: Education and Urban Society, 47 (2015) 2, S.242-268 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514549831
Schlagwörter	Urban Schools; Secondary Schools; Case Studies; Ethnography; Student Experience; Content Area Writing; Interviews; Student Writing Models; Writing Instruction; Basic Skills; Grade 8; Grade 10; Grade 12; Achievement Rating; Qualitative Research; Instructional Effectiveness; Teaching Methods; Social Studies; Science Education; Mathematics Education; Aptitude Treatment Interaction; Low Achievement; High Achievement; Observation + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschule; Case study; Fallstudie; Case Study; Ethnografie; Studienerfahrung; Schriftliche Übung; Interviewing; Interviewtechnik; Schreibunterricht; Basic skill; Grundfertigkeit; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Qualitative Forschung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Naturwissenschaftliche Bildung; Mathematische Bildung; Unterdurchschnittliche Leistung; Beobachtung
Abstract	This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this study, framed by sociocultural theory and Bourdieu's theory of practice, suggest that higher and lower track students experienced disciplinary writing in distinct ways in terms of the expectations for the kinds and complexity of writing and the importance placed on writing in content learning. These contrasting experiences affected the quality of students' preparation to engage in advanced disciplinary discourse as they progressed through secondary school. The findings from this study are discussed in light of the increasing emphasis on disciplinary writing at the secondary level. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01