Some People Think This School Is Tracked and Some People Don't

Using Inquiry Groups to Unpack Teachers' Perspectives on Detracking

Bibliographic Data

ID4255560
AuthorsMaika Watanabe (San Francisco State University, corresponding author)
Year2006
Volume45
Issue1
Pages24-31
Publication date2006-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4501_4
OpenAlexW1975091341
LanguageEN
Citations received8
References cited12

This article examines the challenges of discussing deeply rooted notions of ability, intelligence, and tracking in teacher inquiry groups and offers suggestions to educators who want to begin dialogue about detracking at their schools. Specifically, this article underscores the importance of unpacking the terms tracking and detracking, exploring notions of ability and intelligence embedded in instruction, and developing group norms to support honest dialogue of these issues. This analysis points to important issues for other teacher inquiry groups to consider in their exploration of detracking reform

Mathematics education · Pedagogy · Sociology · Tracking (education · Unpacking · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies