Bridging methodological gaps: Instructional and institutional effects of tracking in two English classes

Research in the Teaching of English

Volumn 39, Issue 1, 2004, Pages 20-62

  Caughlan, Samantha ^a   Kelly, Sean ^b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4544267614     PISSN: 0034527X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (70)

1. APPLEBEE, A. N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. Urbana, IL: NCTE.
2. APPLEBEE, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press.
3. APPLEBEE, A. N., BURROUGHS, R., & STEPHENS, A. (2000). Creating continuity and coherence in high school literature curricula. Research in the Teaching of English, 34, 396-429.
4. APPLEBEE, A. N., LANGER, J. A., MULLIS, I. V. S., & JENKINS, L. (1990). The writing report card, 1984-88: Findings from the nation's report card. Princeton, NJ: National Assessment of Educational Progress.
5. APPLEBEE, A. N., LANGER, J. A., NYSTRAND, M., & GAMORAN, A. (2003). Testing a framework for effective English instruction: A study of relationships between achievement gain and instructional approaches in middle and high school classrooms. American Educational Research Journal, 40, 685-730.
6. BALL, S. J. (1981). Beachside comprehensive: A case study of secondary schooling. London: Cambridge University Press.
7. BARR, R., & DREEBEN, R. (1983). How schools work. Chicago: University of Chicago Press.
8. BERENDS, M. (1995). Educational stratification and students' social bonding to school. British Journal of Sociology of Education, 16, 327-51.
9. BERNSTEIN, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Lanham, MD: Rowman and Littlefield.
10. BIDWELL, C. E. (2003). The problem of classroom goodwill. In M. T. Hallinan, A. Gamoran, W. Kubitschek, & T. Loveless (Eds.), Stability and change in American education: Structure, processes and outcomes (pp. 41-49). Clinton Corners, NY: Eliot Werner Publications.
11. BRANTLINGER, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York: Routledge Falmer.
12. BRITTON, J. N., BURGESS, T., MARTIN, N., McLEOD, A., & ROSEN, H. (1975). The development of writing abilities, 11-18. London: Macmillan Education.
13. CARROLL, D. (2000). NELS 88/94 public use data files and electronic codebook: Base year through third follow-up (Document No. NCES 2000238). Washington, DC: National Center for Education Statistics.
14. CAZDEN, C. (1979). Peekaboo as an instructional model: Discourse development at home and at school. Papers and Reports in Child Language Development, 17, 1-29 (Stanford, CA, Department of Linguistics, Stanford University).
15. CISNEROS, S. (1992). Woman hollering creek and other stories. New York: Vintage Books.
16. COLEMAN, J., ET AL. (1966). Equality of educational opportunity. Washington, D.C.: U.S. Government.
17. COLLINS, J. (1982). Discourse style, classroom interaction and differential treatment. Journal of Reading Behavior, 14, 429-437.
18. DELPIT, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
19. DREEBEN, R. (2002). On what is learned in school. Clinton Corners, NY: Percheron Press/Eliot Werner Publications. (Original work published 1968)
20. EDER, D. (1982). Differences in communicative styles across ability groups. In L. Wilkinson (Ed.), Communicating in the classroom (pp. 245-264). New York: Academic Press.
21. FAIRCLOUGH, N. (1992). Discourse and social change. Cambridge, UK: Polity Press. Finley, M. K. (1984). Teachers and tracking in a comprehensive high school. Sociology of Education, 57, 233-243.
22. GAMORAN, A. (1986). Instructional and institutional effects of ability grouping. Sociology of Education, 59, 185-198.
23. GAMORAN, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 812-828.
24. GAMORAN, A., & BERENDS, M. (1987). The effects of stratification in secondary schools: Synthesis of survey and ethnographic research. Review of Educational Research, 57, 415-435.
25. GAMORAN, A., & DREEBEN, R. (1986). Coupling and control in educational organizations. Administrative Science Quarterly, 31, 612-632.
26. GAMORAN, A., & KELLY, S. (2003). On what is learned in school to how schools work: Learning and teaching in secondary school English classrooms. In M. T. Hallinan, A. Gamoran, W. Kubitschek, & T. Loveless (Eds.), Stability and change in American education: Structure, processes and outcomes (pp. 109-126). Clinton Corners, NY: Eliot Werner Publications.
27. GAMORAN, A., & MARE, R. D. (1989). Secondary school tracking and educational equality: Compensation, reinforcement, or neutrality. American Journal of Sociology, 94, 146-1183.
28. GAMORAN, A., NYSTRAND, M., BERENDS, M., & LEPORE, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32, 687-715.
29. GEE, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.) London: Taylor and Francis.
30. GEE, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
31. GOOD, T. L., SLAVINGS, R. L., HAVEL, K. H., & EMERSON, H. (1987). Student passivity: A study of question asking in K-12 classrooms. Sociology of Education, 60, 181-199.
32. HALLIDAY, M. A. K. (1994). An introduction to functional grammar (2nd ed). London: E. Arnold.
33. HALLINAN, M. T. (1994). Tracking: From theory to practice. Sociology of Education, 67, 79-84.
34. HARGREAVES, D. H. (1967). Social relations in a secondary school. London and Henley: Routledge and Kegan Paul.
35. HARKNESS, S., SUPER, C. M., & KEEFER, C. H. (1992). Learning to be an American parent: How cultural models gain directive force. In R. D'Andrade and C. Strauss (Eds), Human motives and cultural models (pp. 163-178). Cambridge: Cambridge University Press.
36. HEATH, S. B. (1978). Teacher talk: Language in the classroom. Language in Education: Theory and Practice, 1, 1-30.
37. HEATH, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
38. HEYNS, B. (1974). Social selection and stratification within schools. American Journal of Sociology, 79, 1434-51.
39. HILLOCKS, G., JR. (1999). Ways of thinking, ways of teaching. New York: Teachers College Press.
40. HOLLAND, D., & QUINN, N. (EDS). (1987). Cultural models in language and thought. Cambridge: Cambridge University Press.
41. HOLLAND, D., SKINNER, D., LACHICOTTE, W. JR., & CAIN, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
42. JONES, J. D., VANFOSSEN, B. E., & ENSMINGER, M. E. (1995). Individual and organizational predictors of high school track placement. Sociology of Education, 68, 287-300.
43. KELLY, S. (2004). Are teachers tracked: On what basis and with what consequences? Social Psychology of Education, 7, 55-72.
44. KELLY, S. (in press). Do increased levels of involvement account for the social class difference in track placement? Social Science Research.
45. KERCKHOFF, A. C. (1993). Diverging pathways: Social structure and career deflections. Cambridge: Cambridge University Press.
46. LADSON-BILLINGS, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
47. LANGER, J. A. (2002). Effective literacy instruction: Building successful reading and writing programs. Urbana, IL: NCTE.
48. LEE, V. E., & BRYK, A. S. (1988). Curriculum tracking as mediating the social distribution of high school achievement. Sociology of Education, 61, 78-94.
49. LEWIS MUMFORD CENTER. (2002). Choosing segregation: Racial imbalance in American public schools, 1990-2000. Albany, NY: The State University of New York at Albany, Lewis Mumford Center for Comparative Urban and Regional Research.
50. LUCAS, S. R. (1999). Tracking inequality: Stratification and mobility in American schools. New York: Teachers College Press.
51. MAHIRI, J. (1998). Shooting for excellence: African-American and youth cultures in New Century schools. Urbana, IL: NCTE
52. MEHAN, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
53. METZ, M. H. (1986). Different by design: The context and character of three magnet schools. Boston and London: Routledge and Kegan Paul.
54. MORINE-DERSHIMER, G. (1985). Talking, listening, and learning in elementary classrooms. Research on Teaching Monograph Series. New York: Longman.
55. MORINE-DERSHIMER, G., & TENENBERG, M. (1981). Participant perspectives of classroom discourse. Final Report NIE-G-78-0161. Washington D.C: National Institute of Education.
56. NYSTRAND, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
57. NYSTRAND, M. (1999). CLASS 3.0 [Computer software] Madison, WI: National Research Center on English Learning and Achievement.
58. NYSTRAND, M., & GAMORAN, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25, 261-290.
59. NYSTRAND, M., WU, L. L., GAMORAN, A., ZEISER, S., & LONG, D. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes 35, 135-196.
60. OAKES, J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press.
61. PAGE, R. N. (1991). Lower-track classrooms: A curricular and cultural perspective. New York: Teachers College Press.
62. PALLAS, A. M., ENTWISLE, D. R., ALEXANDER, K. L., & STLUKA, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 67, 27-46.
63. POPKEWITZ, T. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.
64. ROSENBAUM, J. E. (1976). Making inequality. New York: Wiley.
65. SCHWARTZ, F. (1981). Supporting or subverting learning: Peer group patterns in four tracked schools. Anthropology & Educational Quarterly, 12, 99-121.
66. SHORE, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press.
67. STRAUSS, C. (1992). Models and motives. In C. Strauss & R. G. D'Andrade (Eds.), Human motives and cultural models (pp. 1-20). Cambridge: Cambridge University Press.
68. TAJFEL, H., & TURNER, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (2nd ed., pp. 7-24). Chicago: Nelson-Hall.
69. VANFOSSEN, B. E., JONES, J. D., & SPADE, J. Z. (1987). Curriculum tracking and status maintenance. Sociology of Education, 60, 104-122.
70. VOLOSINOV, V. N. (1973). Marxism and the philosophy of language. (L. Matejka & I. R. Titunik, Trans.) Cambridge: Harvard University Press. (Original work published 1934)