Students' perspectives on tracking and detracking

Theory into Practice

Volumn 45, Issue 1, 2006, Pages 15-23

  Yonezawa, Susan ^a   Jones, Makeba ^a  

^a Dept 0036   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645141328     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4501_3     Document Type: Article

References (21)

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2. George, P. (1993). Tracking and ability grouping in the middle school: Ten tentative truths. Middle School Journal, 24(4), 17-24.
3. Hallinan, M., & Williams, R.A. (1990). Students' characteristics and the peer-influence process. Sociology of Education, 63(2), 122-132.
4. Jones, M., & Yonezawa, S. (2002). Student voice, cultural change: Using inquiry in school reform. Journal for Equity and Excellence in Education, 35(3), 245-254.
5. Lareau, A. (1989). Home advantage. London: The Falmer Press.
6. Lucas, S. (1999). Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press.
7. Lucas, S., & Berends, M. (2002). Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education, 75(4), 328-48.
8. Lucas, S., & Good. A.D. (2001). Race, class and tournament track mobility. Sociology of Education, 74(2), 139-56.
9. Oakes, J. (1992). Can tracking research inform practice? Technical, normative and political considerations. Educational Researcher, 21(4), 12-21.
10. Oakes, J. (1996, July). Mathematics and detracting in U.S. senior high schools: Technical, normative, and political dimensions. Paper presented at the International Conference in Mathematics Education, Seville, Spain.
11. Oakes, J., Gamoran, A., & Page, R. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. Jackson (Ed.), Handbook of research on curriculum, (pp. 570-608). New York: Macmillan.
12. Oakes, J., Wells, A.S., Datnow, A., & Jones, M. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482-510.
13. Resh, N., & Erhard, R. (2002). "Pushing-up" or "cooling-out"? Israeli counselors' guidance on track placement. Interchange: A Quarterly Review of Education, 33(4), 325-49.
14. Rosenbaum, J. (1976). Making inequality: The hidden curriculum of high school tracking. New York: Wiley.
15. Rosenbaum, J. (1980). Track misperceptions and frustrated college plans: An analysis of the effects of tracks and track perceptions in the National Longitudinal Study. Sociology of Education, 53(2), 74-88.
16. Useem, E.L. (1991). Student selection into course sequences in mathematics: The impact of parental involvement and school policies. Journal of Research on Adolescence, 1(3), 231-50.
17. Wells, A.S., & Serna, I. (1996). The politics of culture: Understanding local political resistance to detracking in racially-mixed schools. Harvard Educational Review, 66, 93-118.
18. Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America's schools. New York: The New Press.
19. Yonezawa, S. (2000). Unpacking the black box of tracking decisions: Critical tales of families navigating the course placement process. In W. Jordan & M. Sanders (Eds.), Schooling students placed at risk: Research, policy, and practice in the education of poor and minority students (pp. 109-140). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
20. Yonezawa, S., & Jones, M. (in press). Using student voices to inform and evaluate secondary school reform. In A. Cook Sather & D. Thiessen (Eds.), International Handbook of Student Experience in Elementary and Secondary School. Boston: Kluwer Academic Publishers.
21. Yonezawa, S., & Wells, A.S. (2004). Reform as redefining the spaces of schooling. In M. Fine & L. Weis (Eds.) Beyond silenced voices: Class, race, and gender in U.S. schools (2nd ed.; pp. 47-61). New York: SUNY Press.