“Laboratories of democracy”: A situated perspective on learning social studies in detracked classrooms

Theory and Research in Social Education

Volumn 35, Issue 1, 2007, Pages 62-95

  Rubin, Beth C ^a  

^a The State University of New Jersey   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250623503     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.2007.10473326     Document Type: Article

References (70)

1. Anyon, J. (2006). Radical possibilities: Public policy, urban education, and a new social movement. New York, NY: Routledge.
2. Alvarez, D., & Mehan, H. (2006). Whole-school detracking: A strategy for equity and excellence. Theory Into Practice, 45(1), 82-89.
3. Atherton, H. (2000). We the people…project citizen. In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp.93-102). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
4. Boaler, J. (2006). “Opening our ideas": How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45 (1), 40-46.
5. Boaler, J. (2000). Mathematics from another world: Traditional communities and the alienation of learners. Journal of Mathematical Behavior, 18(4), 379-397.
6. Chaffee, S. (2000). Education for citizenship: Promising effects of the Kids Voting USA curriculum. In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp.87-92). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
7. Cone, J. (1992). Untracking AP English: Creating opportunity is not enough. Berkeley, CA: National Center for the Study of Writing and Literacy.
8. Cooper, R. (1996). Detracking reform in an urban California high school: Improving the schooling experiences of African American students. Journal of Negro Education, 65, 190-208.
9. Dewey, J. (1916/1985). Democracy and education: The middle works of John Dewey, 1899-1924. Vol.9. J.A. Boydston (Ed.). Carbondale, IL: Southern Illinois University Press.
10. Dewey, J. (1916/2004/). Democracy and education. Mineola, NY: Dover Publications.
11. Dewey, J. (1938/1965). Experience and education. New York, NY: Collier Books.
12. Fine, M., Weis, L., & Powell, L. (1997). Communities of difference: A critical look at desegregated spaces created for and by youth. Harvard Educational Review. 67 (2), 247-284.
13. Freedman, S. W., Delp, V., & Crawford, S. M. (2005). Teaching English in untracked classrooms. Research in the Teaching of English, 40 (1), 62-126.
14. Gamoran, A., & Weinstein, M. (1998). Differentiation and opportunity in restructured schools. American Journal of Education, 106 (3), 385-416.
15. Garrity, D. (August 2004). Detracking with vigilance. The School Administrator. Retrieved October 29, 2001 from www.aasa.org/publications/sa/2004_08/garrity.htm.
16. Glaser, B. G., & A. Strauss. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine.
17. Greeno, J., & Middle School Mathematics through Applications Group (MMAP). (1998). The situativity of knowing, learning and research. American Psychologist, 53(1), 5-26.
18. Haberman, M. (1991). Pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.
19. Hahn, C. (2001). Democratic understanding: Cross-national perspectives. Theory Into Practice. 40(1), 14-22.
20. Hepburn, M. (2000). Service learning and civic education in the schools. What does recent research tell us? In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp.45-60). Bloomington, IN: ERIC Clearinghouse for Social Studies/ Social Science Education.
21. Horn, I. (2006a, April). "Turnaround" students in high school mathematics: The department’s role in student persistence and identity construction. Presented at the annual conference of the American Educational Research Association, San Francisco, CA.
22. Horn, I. (2006b). Lessons learned from detracked mathematics departments. Theory Into Practice, 45 (1), 72-81.
23. Hyland, N. (2006). Detracking in the social studies: A path to a more democratic education? Theory Into Practice, 45 (1), 64-71.
24. Ireson, J., Hallam, S., Hack, S., Clark, H., & Plewis, I. (2002). Ability grouping in English secondary schools: Effects on attainment in English, Mathematics and Science. Educational Research and Evaluation. 8(3), 299-318.
25. Klingner, J., Vaughn, S., & Schumm, J. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1): 3-22.
26. Lave, J. (1993). Situating learning in communities of practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-85). Washington, DC: American Psychological Association.
27. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
28. LeCompte, M., & Schensul, J. (1999). Designing and conducting ethnographic research. Walnut Creek, CA: AltaMira Press.
29. Lotan, R. (2006). Teaching teachers to build equitable classrooms. Theory Into Practice, 45(1), 32-39.
30. Loveless, T. (1999). Will tracking reform promote social equity? Educational Leadership, 56(7), 28-32.
31. Mehan, H. (1992). Understanding inequality in schools: The contribution of interpretive studies. Sociology of Education, 65, 1-20.
32. Mehan, H., Hubbard, L., Villanueva, I., & Lintz A. (1996). Constructing School Success: The consequences of untracking low achieving students. New York, NY: Cambridge University Press.
33. Mickelson, R.A. (2005). How tracking undermines race equity in desegregated schools. In J. Petrovich & A.S. Wells (Eds.), Bringing equity back (pp. 49-76). New York, NY: Teachers College Press.
34. Molnar, A. (2005) School commercialism: From democratic ideal to market commodity. New York, NY: Routledge.
35. National Council for the Social Studies (1992). Ability grouping in the social studies. Retrieved July 16, 2005, from http://www.socialstudies.org/positions/ability/.
36. National Council for the Social Studies (2006). Creating effective citizens. Retrieved August 2, 2006, from http://www.socialstudies.org/positions/effectivecitizens/.
37. Newmann, F., Bertocci, T., & Landsness, R. (1977/1996). Skills in citizen action. In W. Parker (Ed.), Educating the democratic mind (pp. 223-240). New York, NY: SUNY Press.
38. Oakes, J. (1985). Keeping track. New Haven, CT: Yale University Press.
39. Oakes, J. (1992). Detracking schools: Early lessons from the field. Phi Delta Kappan, 73(6), 448-54.
40. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482-510.
41. Parker, W. (1996). Educating the democratic mind. New York, NY: SUNY Press.
42. Parker, W. (2001a). Educating democratic citizens: A broad view. Theory Into Practice, 40(1), 6-13.
43. Parker, W. (2001b). Classroom discussion: Models for leading seminars and deliberations. Social Education, 65, 111-115.
44. Patrick, J. (2000). Introduction to education for civic engagement in democracy. In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp.1-8). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
45. Peng, I. (2000). Effects of public deliberation on high school students: Bridging the disconnection between young people and public life. In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp.73-86). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
46. Rothenberg, J., McDermott, P., & Martin, G. (1998). Changes in pedagogy: A qualitative result of teaching heterogeneous classes. Teaching & Teacher Education, 14(6), 633-642.
47. Rubin, B.C. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. American Educational Research Journal, 40(2), 539-573.
48. Rubin, B.C. (2006). Tracking and detracking: Debates, evidence and best practices for a heterogeneous world. Theory Into Practice. 45(1), 4-14.
49. Rubin, B.C. (2007). “There’s still not justice": Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109(2), 62-95.
50. Rubin, B.C. (in press-a). Learner identities amid figured worlds: Constructing (in)competence at an urban high school. The Urban Review.
51. Rubin, B.C. (in press-b). Detracking in context: How local constructions of ability complicate equity-geared reform. Teachers College Record.
52. Rubin, B.C., & Noguera, P (2004). Tracking detracking: Sorting through the dilemmas and possibilities of detracking in practice. Equity and Excellence in Education, 37, 92-101.
53. Slavin, R. (1991). Are cooperative learning and “untracking" harmful to the gifted? Education Leadership, 48(6), 68-71.
54. Slavin, R. (1995). Detracking and its detractors: Flawed evidence, flawed values. Phi Delta Kappan, 77(3), 220-21.
55. Torney-Purta, J., Lehmann, R., Oswald, H., and Schulz, W. (2001) Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam, The Netherlands: The International Association for the Evaluation of Educational Achievement.
56. Torney-Purta, J., Schwille, J., & Amadeo, J. (1999). (Eds.) Civic education across countries: Twenty-four case studies from the IEA civic education project. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (in cooperation with Eburon Publishers, Delft).
57. Venkatakarishnan, H., & Wiliam, D. (2003). Tracking and mixed-ability grouping in secondary school mathematics classrooms: A case study. British Educational Research Journal, 29(2), 189-204.
58. Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press.
59. Wade, R. (2001). Social action in the social studies: From the ideal to the real. Theory Into Practice, 40(1), 23-28.
60. Watanabe, M. (2006). “Some people think this school is tracked and some people don’t": Using inquiry groups to unpack teachers’ perspectives on detracking. Theory Into Practice, 45(1), 24-31.
61. Weintraub, E. C. (1997). Competitive or collaborative? The heterogeneous classroom. Clearing House, 70(3), 157-160.
62. Wells, A., and Serna, I. (1996). The politics of culture: Understanding local political resistance to detracking in racially mixed schools. Harvard Educational Review, 66(1), 93-118.
63. Welner, K. (2001). Legal rights, local wrongs. New York, NY: State University of New York Press.
64. Welner, K., & Burris, C. (2006). Alternative approaches to the politics of detracking. Theory Into Practice, 45(1), 90-99.
65. Welner, K., Burris, C., Wiley, E., & Murphy, J. (in press). Accountability, rigor, and detracking: Achievement effects of embracing a challenging curriculum as a universal good for all students. Teachers College Record.
66. Welner, K., & Oakes, J. (2005). Mandates still matter: examining a key policy tool for promoting successful equity-minded reform. In J. Petrovich & A.S. Wells (Eds.), Bringing equity back (pp. 77-102). New York, NY: Teachers College Press.
67. Wertsch, J.V (1998). Mind as action. New York, NY: Oxford University Press.
68. Westheimer, J., & Kahne, J. (in press). The limits of efficacy: Educating citizens for a democratic society. In B. Rubin & J. Giarelli (Eds.), Civic education for diverse citizens in global times: Rethinking theory and practice. Mahwah, NJ: Lawrence Erlbaum, Inc.
69. Yonezawa, S., & Jones, M. (2006). “But I can’t learn with ’those’ students": Students’ perspectives on tracking and detracking reform. Theory Into Practice, 45(1), 15-23.
70. Yonezawa, S., Wells, A., & Serna, I. (2002). Choosing tracks: Freedom of choice in detracking schools. American Educational Research Journal, 39(1), 37-67.