Literaturnachweis - Detailanzeige
| Autor/in | Welner, Kevin G. |
|---|---|
| Titel | They Retard What They Cannot Repel: Examining the Role Teachers Sometimes Play in Subverting Equity-Minded Reforms. |
| Quelle | In: Journal of Negro Education, 68 (1999) 2, S.200-12Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | Ability Grouping; Black Students; Educational Change; Elementary Secondary Education; Equal Education; Parent Teacher Cooperation; Resistance to Change; School Desegregation; Teacher Role; Teachers; Track System (Education) Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsreform; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Integrative Schule; Lehrerrolle; Lehrer; Lehrerin; Lehrende; Leistungsgruppe; Leistungsdifferenzierung |
| Abstract | Presents a case study of one school district engaged in a reform designed to reduce ability grouping, noting teachers' and parents' role in undermining equity-minded change. The detracking was prompted by a federal court order as part of a larger desegregation case. Wealthy white parents were disproportionately heard by district policymakers, while low income families were disproportionately absent. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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