Ansalone, George, & Biafora, Frank
Elementary School Teachers' Perceptions and Attitudes to the Educational Structure of Tracking
St. John's University
Explores teachers' attitudes and perceptions about tracking in three NY State public schools.
Journal Name or Institutional Affiliation:
Vol. 125, No.2, pp. 249-258
- Teachers in this study were generally supportive of separating grade school students into educational learning tracks.
- Teachers appear to support a tracking structure based more on the managerial challenges associated with instructing large classes of diverse learners and the accompanying complexities of responding to their different needs.
- Teachers realize the educational benefits of a more challenging curriculum and classroom to slower learners, but they also realize they may be holding up brighter students in the process.
- There was a general agreement that tracking creates a positive learning environment for advantaged students only.
- Nearly all of the teachers in the survey responded that a teacher's status is not defined according to track assignment.
- Little support is provided to the perspective that teachers believe that lower track students cannot be taught.
Journal Article Empirical Research
Ability Groups, Attitudes, Elementary School, Faculty, Perceptions, Teachers, Tracking
Secondary Survey Data
Method of Analysis:
Three NY State Public Schools
Unit of Analysis:
- 124 elementary school teachers
- Three public elementary schools specifically selected to represent the rather diverse region of lower NY state.
- Information provided by the NY state Education Department Statistical Profiles of Public School District.