Literaturnachweis - Detailanzeige
Autor/in | White, Stephanie J. |
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Titel | Overcoming Barriers: De-Tracking to Teach for Social Justice |
Quelle | In: Middle Grades Review, 7 (2021) 3, Artikel 3 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2379-4690 |
Schlagwörter | Social Justice; Track System (Education); African American Students; Hispanic American Students; Barriers; Academic Achievement; Outcomes of Education; Educational Change; Equal Education; Program Effectiveness; Mathematics Instruction; Racial Bias; Mathematics Education; Instructional Effectiveness Soziale Gerechtigkeit; Leistungsgruppe; Leistungsdifferenzierung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schulleistung; Lernleistung; Schulerfolg; Bildungsreform; Mathematics lessons; Mathematikunterricht; Racial discrimination; Rassismus; Mathematische Bildung; Unterrichtserfolg |
Abstract | How do we overcome tracking in mathematics to actualize the goals of teaching for social justice? Tracking is a racist educational structure that puts limits on the effectiveness of teaching for social justice. This essay presents arguments for de-tracking with explanation of how tracking negatively impacts Black and Latinx students. Readers will learn about schools and districts that have de-tracked students juxtaposed with the barriers that keep most schools from dismantling tracking. This essay calls upon schools and researchers to further investigate locally why schools do not work through these barriers to spark action and eliminate tracking. (As Provided). |
Anmerkungen | University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |