Lessons from a teacher inquiry group about tracking: Perceived student choice in course-taking and its implications for detracking reform

Teachers College Record

Volumn 109, Issue 9, 2007, Pages 2136-2170

  Watanabe, Maika ^a  

^a SAN FRANCISCO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35648988402     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (47)

1. Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 10(3), 421-455.
2. Argys, L.M., Rees, D.I., & Brewer, D. (1996). Detracking America's schools: Equity at zero cost? Journal of Policy Analysis and Management, 15(4), 623-645.
3. Ball, SJ., & Bowe, R. (1992). Subject departments and the "implementation" of national curriculum policy: An overview of the Issues. Journal of Curriculum Studies, 24(2), 97-115.
4. Berends, M. (1995). Educational stratification and students' social bonding to school. British Journal of Sociology of Education, 16(3), 327-351.
5. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.
6. Bryk, A., Lee, V., & Holland, P. (1993). Catholic schools and the common good. Cambridge: Harvard University Press.
7. Carnoy, M., & Levin, H.M. (1985). Schooling and work in the democratic state. Stanford, CA: Stanford University Press.
8. Cazden, C. (1988). Classroom discourse: Language of teaching and learning. Portsmouth: Heinemann Publishers.
9. Cicourel, A.V., & Kitsuse.J. (1963). The educational decision-makers. Indianapolis, IN: Bobbs-Merrill.
10. Cohen, D. (1996). Standards-based school reform: policy, practice, and performance. In C. Ladd (Ed.). Holding schools accountable: Performance-based reform in education (pp. 99-127). Washington, DC: Brookings Institution.
11. Cohen, F. (1993). Getting off the tracks. Executive Educator, 15(5), 29-31.
12. Cone, J.K. (1992). Untracking Advanced Placement English: Creating opportunity is not enough. Phi Delta Kappan, 73(9), 712-717.
13. Cone, J.K. (1990). Literature, geography, and the untracked English class. English Journal, 79(8), 60-67.
14. Curry, M.W. (2003). Critical friends: A case study of teachers' professional community in a reforming high school Unpublished doctoral dissertation, University of California, Berkeley.
15. Darling-Hammond, L. (1998). Teachers and teaching: teaching policy hypotheses from a national commission report. Educational Researcher, 27(1), 5-15.
16. Fine, M., Weis, L., & Powell, L.C. (1997). Communities of difference: a critical look at desegregated spaces created for and by youth. Harvard Educational Review, 67(2), 247-284.
17. Fuller, B., Burr, E., Huerta, L., Puryear, S., & Wexler, E. (1999). School choice: Abundant hopes, scarce evidence of results. Berkeley, CA: PACE.
18. Gamoran, A., & Mare, R.D. (1989). Secondary school tracking and educational inequality: compensation, reinforcement, or neutrality? American Journal of Sociology, 94(5), 1146-83.
19. Grossman, P., Wineburg, S. and Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012
20. allinan, M.T. (1994). Tracking: from theory to practice. Sociology of Education, 67 (2), 79-84.
21. Kulik, J.A., & Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36(2), 73-77.
22. Labaree, D. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34(1), 39-81.
23. Lotan, R. A. (1997). Complex Instruction: An overview. In E. Cohen, & R.A. Lotan (Eds.), Working for equity in heterogeneous classrooms (pp. 15-27). New York: Teachers College Press.
24. Lucas, S.R. (1999). Tracking inequality. New York: Teachers College Press.
25. Martinez, V, Godwin, K., & Kemerer, F.R. (1996). Public school choice in San Antonio: Who chooses and with what effects? In B. Fuller, & R.F. Elmore (Eds.). Who chooses? Who loses? Culture, institutions, and the unequal effects of school choice (pp. 50-69). New York: Teachers College Press.
26. McLaughlin, M. W, (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9(2), 171-178.
27. Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon Press.
28. Mosteller, F., Light, R.J., & Sachs, J.A. (1996). Sustained inquiry in education: lessons from skill grouping and class size. Harvard Educational Review, 66(4), 797-842.
29. Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 2/(4), 12-21.
30. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
31. Oakes, J., Wells, A.S., & Associates (1996). Beyond the technicalities of school reform: Policy lessons from detracking schools. Los Angeles: UCLA Graduate School of Education and Information Studies.
32. 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.
33. Oakes, J., Welner, K, & Yonezawa, S. (1998). Mandating equity: A case study of court-ordered detracking in the San Jose schools. Berkeley: California Policy Seminar.
34. Page, J.A. & Page, F.M. (1995). Tracking and research-based decisions: A Georgia school system's dilemma. In H. Pool, &J.A. Page (Eds.), Beyond tracking: Finding success inclusive schools (pp. 255-275). Bloomington, IN: Phi Delta Kappa Educational Foundation.
35. Page, R. (1991). Lower-track classrooms: A curricular and cultural perspective. New York: Teachers College Press.
36. Rist, R. (1973). The urban school: A factory for failure. Cambridge: MIT Press.
37. Rosenbaum, J.E. (1980). Track misperceptions and frustrated college plans: An analysis of the effects of tracks and track perceptions in the national longitudinal survey. Sociology of Education, 53(2), 74-88.
38. Rosenbaum, J.E. (1978). The structure of opportunity in schools. Social Forces, 57(1), 236-56.
39. Rosenbaum, J. (1976). Making inequality: The hidden curriculum of high school tracking. New York: John Wiley and Sons.
40. Rubin, B.C. (2003). Unpacking detracking: When progressive pedagogy meets students' social worlds. American Educational Research Journal 40(2), 539-573.
41. Schafer, W.E., Olexa, C., & Polk, K. (1972). Programmed for social class: Tracking in high school. In K. Polk, & W. E. Schafer (Eds.), Schools and delinquency (pp. 33-54). New Jersey: Prentice-Hall.
42. Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60 (3), 471-99.
43. Turner, R. (1960). Sponsored and contest mobility and the school system. American Sociological Review, 25(6), 855-867.
44. Wells, A.S., & Serna, I. (1996). The politics of culture: Understanding local political resistance to detracking in racially mixed schools. Harvard Educational Review, 66(1), 93-118.
45. Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America's schools. NewYork: New Press.
46. Yin, R.K. (1989). Case study research: Design and methods. Newbury Park, CA: Sage.
47. Yonezawa, S., Wells, A.S., & Serna, I. (2002). Choosing tracks: "freedom of choice" in detracking schools. American Educational Research Journal, 39(1), 37-67.