- AutorIn
- Tina Louise Johnston
- Titel
- Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking
- Zitierfähige Url:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-80299
- Quellenangabe
- Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 282 - 286
- Quellenangabe
- Proceedings of the tenth international conference Models in developing mathematics education
- Abstract (EN)
- One charter school’s path to tracking and pushing for privileged passage is examined. The school as it increased in size began to track students first by grade level and then by ability. Realizing that moving mathematics out of the main school program compromised the teaching ideals of the school and potentially student learning. The school has embarked on a program to create a place-based, integrated curriculum developed around mathematics so that mathematics can be reintroduced to multi-age classrooms. Examining the data in terms of trust, size and the behaviors of administrators, teachers and parents at this school in this process are highlighted.
- Freie Schlagwörter (DE)
- Einordnung nach Leistungsgruppen, Verfolgen, Mathematik, Grounded Theory, gegenstandsbezogene Theoriebildung, ländlicher Raum
- Freie Schlagwörter (EN)
- Ability grouping, tracking, mathematics, Grounded Theory, Rural
- Klassifikation (DDC)
- 510
- Klassifikation (RVK)
- SD 2009
- Herausgeber (Institution)
- HTW Dresden
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa-80299
- Veröffentlichungsdatum Qucosa
- 07.05.2012
- Dokumenttyp
- Konferenzbeitrag
- Sprache des Dokumentes
- Englisch
- Lizenz / Rechtehinweis