Tracking: Educational Differentiation or Defective Strategy

Autor/in	Ansalone, George
Titel	Tracking: Educational Differentiation or Defective Strategy
Quelle	In: Educational Research Quarterly, 34 (2010) 2, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Foreign Countries; Academic Ability; Track System (Education); Access to Education; Ability Grouping; Barriers; Academic Achievement; Educational Improvement; Equal Education; Teacher Expectations of Students; Academic Failure; Underachievement; Differences; Educational Quality; Self Concept; Context Effect; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Leistungsgruppe; Leistungsdifferenzierung; Education; Access; Bildung; Zugang; Bildungszugang; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Performance deficiency; Leistungsschwäche; Unterscheiden; Quality of education; Bildungsqualität; Selbstkonzept; USA
Abstract	For almost a century, schools have assigned students to various groups or classes based on their perceived academic ability. Referred to as Tracking, in the United States, and Streaming, in England, this organizational differentiation very often results in unequal access to knowledge and the differential treatment of students. Proponents of tracking contend that it facilitates instruction and promotes the learning of all students. They suggest that it enables teachers to adjust the content and quantity of the curriculum to the various ability levels of their students. Notwithstanding the research which underscores the negative impact of tracking on student outcomes, this practice remains pervasive in schools and a number of assumptions support its popularity. This article examines these assumptions in light of existing English and American research to determine, once and for all, if tracking is a positive form of educational differentiation or a defective strategy. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10