High Standards in a Tracked System of Schooling: For Which Students and with What Educational Supports?
University of California at Berkeley
Equitable opportunity for all children to learn challenging curricula. Changing limiting beliefs of teacher's methods.
Journal Name or Institutional Affiliation:
Vol. 25, No. 8, pp. 16-19
- Attention must be paid to changing limiting beliefs about differential ability to learn and self-defeating teaching methods that follow from such beliefs. These have led to inappropriate adjustment of standards (low expectations) and the inappropriate adjustment of teaching methods (watered-down treatment) for certain groups of children, thereby creating enormous inequities in conditions for learning.
- Assignment to different pathways has been found to reflect race, class and gender groupings, even when differences in abilities are controlled.
- We have to believe in the potential of all children to learn despite diversity of characteristics and style.
- Need new models for accommodating diversity in learners and in the dissemination of successful approaches.
- Need to disseminate stratifying practices and aid implementing a more inclusive and challenging schooling.
Journal Article Review of Literature
Academic Achievement, Curriculum, Equality, Expectations, Teachers, Tracking
Method of Analysis:
Unit of Analysis:
- Previous research by:
- Miller, 1995
- Sadker & Sadker, 1994
- Safford, 1996
- Pallas, Natriello, & McDill, 1995
- Bland, 1993
- Brophy & Good, 1970
- Weinstein et al., 1991
- Barr & Dreeben, 1983, Steele & Aronson, 1995