Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform

Autor/in	Harris, Donna M.
Titel	Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform
Quelle	In: Education and Urban Society, 44 (2012) 2, S.128-150 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124511431568
Schlagwörter	Middle Schools; Academic Standards; Ability Grouping; Educational Change; Academic Achievement; Track System (Education); Teacher Expectations of Students; Difficulty Level; Equal Education; Urban Schools; Outcomes of Education; Hispanic American Students; African American Students; Mixed Methods Research; Interviews; Teacher Surveys; Curriculum Design + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsreform; Schulleistung; Leistungsgruppe; Leistungsdifferenzierung; Schwierigkeitsgrad; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Interviewing; Interviewtechnik; Lehrplangestaltung
Abstract	Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectations regarding the implementation of academic standards promotes curriculum differentiation in middle schools involved with comprehensive school reform. Drawing on teacher interview and survey data from five middle schools, the author shows the challenges teachers confronted when implementing standards; the contradictory expectations teachers held toward students; and how teacher expectations affected to what extent standards were evenly applied. Despite the fact that standards are supposed to promote equity, this analysis shows these aims can be compromised by the challenges teachers confront in schools and contradictory expectations regarding standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10